Reflection after teaching "Looking at books and feeling" 1
"Looking at books and feeling" is a philosophical poem. The whole poem does not mention reading literally, but The author cleverly uses metaphors to illustrate that just as running water from the source makes a half-acre square pond clear and clear, constant reading and acquiring knowledge can make one's mind smarter. In order to break through the focus of this teaching, I designed it as follows:
1. Closely follow the key words in the poem and understand the meaning of the poem. ,
I asked the students to first use a word in the poem to evaluate "Fangtang". The students naturally found "Qing", and then guided the students: From which sentences in the poem do you understand the meaning of "Fangtang"? What about Qing? This will naturally lead to the study of one or two lines of poetry. Through understanding, students were left with a specific and profound impression of Fangtang’s “clearness”.
2. Compare the self-created "Guan Tang Insights" with Zhu Xi's "Guanshu Reflections" to guide students to question.
I compared my own "Kwun Tong Reflections" with Zhu Xi's "Guanshu Reflections" to let students discover the differences in the topics and contents
and then provide further guidance. Students came to change the title of Zhu Xi's poem and see the effect of changing the title. Through this process, students learned about Mr. Zhu Xi's brilliance: he expressed his profound reading insights in a fresh way of describing scenes, and hid the truth in the descriptions of scenes, easily overcoming this teaching difficulty.
3. Pay attention to the horizontal connection of knowledge and apply what you have learned.
After students understand the characteristics of philosophical poetry, I use specific situations to let students review the ancient poems they have learned before.
To achieve the purpose of integrating and applying what they have learned. For example: In fact, we have been exposed to many such poems. Try it, can you recall it? Show: We often say that the authorities are confused, but the onlookers are clear, just like what is written in a poem: (), (). Looking at things from different angles will lead to different gains, as the poem says: (), (). When you overcome difficulties and obstacles and achieve success, when you look back at those difficulties, you will feel that those difficulties are so insignificant. This is exactly (), (). The higher you stand, the further you see. The more books you read, the more comprehensive your understanding of things will be. This is (), (). Through such efficient learning, we not only review the previous knowledge, but also consolidate the relevant content of the philosophical poems in this class. At the same time, students learn to flexibly apply the knowledge they have learned.
4. Let students learn to appreciate ancient poems.
For sixth-grade students, learning ancient poems cannot just stop at the level of reading, memorizing, and understanding the meaning of the poems
Students should also deal with the writing characteristics of the ancient poems they have learned. There is a certain understanding, which is personalized learning and understanding. Therefore, I designed such a link in teaching: What do you think of this poem? Tell me what you think? When students encounter difficulties, the teacher will give appropriate guidance and can talk about the rhetoric, the content of the poem, and the writing method. . Elevating students' learning of ancient poetry to a new level and allowing students to learn ancient poetry is an act of "teaching them to fish", which is extremely beneficial to students' self-study of ancient poetry in the future.
There is insufficient knowledge after teaching. Although the implementation in the classroom is relatively smooth, there are still shortcomings. First of all, the reading form is too monotonous, which is not conducive to stimulating students' interest in reading. If the form of reading competition is adopted at the most appropriate time, students' enthusiasm for reading can be fully mobilized. Secondly, for the metaphorical techniques in this poem, teachers can actively guide them by combining them with the ancient poems they have learned before, so that students can draw inferences about other cases. Reflection after the teaching of "Looking at Books and Feelings" 2
Compared with "Winter Night Reading to Show Ziyu", the meaning of "Looking at Books and Feelings" is not so obvious. The poem seems to be about pond water from beginning to end, so why does it involve the knowledge of reading? It is difficult for students to understand this without relying on any reference materials. How to imprint the students' ideas to that end? I decided to start with the topic and the chapter.
At the beginning, I showed the content of this poem, but did not write the title. I only said that the author Zhu Xi was a Neo-Confucian (i.e. philosopher) in the Song Dynasty. Then, understand the meaning of the poem. In sentences one, two, and two, focus on letting students feel the clarity and purity of the pond; in sentences three and four, by comparing it with the school pond, we understand that the source of living water is the fundamental reason why the pond can remain clear and pure. After learning to this point, let the students go back and talk about what the main poem is about. Students can all find that it is about a pond, its clarity and why it is so clear. Then I asked, if I asked my classmates to add a title to a poem like this, how would they add it. At first, due to the influence of the textbook, I couldn't speak out. Later, I just said that according to the big meaning I just understood, some students dared to say, "water", "pool", "source of living water". Of course, some students also said "observation of water and feelings", and the tampering was good. . To sum up, the topic is always related to water, but it cannot be connected with the book.
Then, show the topic, read it and think about it, how is this pond connected with the book? Open the text, look at the illustrations, understand the author's state of mind, and imagine a philosopher's thoughts at this time . The classroom became quiet and no one raised their hands. Obviously, they all thought it was a difficult problem.
After a moment, one or two hands finally lifted up. A student gave a good answer. The general idea was that if water continues to flow into the pool, the water will become clearer; if we read more books, we will have knowledge to continuously replenish our brains and make people smarter. That’s a good point! Everyone can understand. Finally, I would like to summarize for everyone. The author uses this water to illustrate the principle of reading. This is the genius of philosophers. Then there are some famous quotes about reading, which once again illustrate the principle that "reading makes people wise". At this point, the meaning of the poem is revealed. Three reflections after teaching "Looking at Books and Feelings"
After finishing reading the ancient poem "Looking at Books and Feelings" today, I feel completely defeated by myself. Because the originally designed tutorial plan involved too detailed issues, last night I wondered if I could teach the class without following the tutorial plan. After all the teaching programs were designed, it was already past 23 o'clock. I woke up unconsciously after sleeping until about 4 o'clock, maybe because I was worried about today's class. I kept thinking over and over, if I don’t follow the tutorial plan, will the leader blame me? Aren’t I studying group cooperation and tutorial plans now? Why don’t I leave the learning tasks to the students to discuss and study by themselves? I suddenly had a whim. , I simply made 6 sets of exercises based on this poem. During class, each group communicated, studied, and reported on their own based on the questions I gave. So, not caring that it was only 4 o'clock in the morning, I got out of bed and wrote out 6 practice cases with letterhead paper in one go. In class today, I started with Zhu Xi’s reading famous sayings, learned about the author, solved the problem, and read the whole poem for the first time. Then I distributed the 6 practice plans to the 6 groups respectively. Each group discussed and answered questions enthusiastically. Of course, since there was only one answer sheet after all, there were one or two students in each group who acted like it had nothing to do with them and did not participate in the discussion and exchange at all. During the inspection, I found that many groups had difficulty completing the exercises because they did not follow the procedure of first understanding the words, then the sentences, and finally experiencing the artistic conception of the pictures after solving the problem. I had to keep inspiring them. Later, when the children reported, because there was no overall arrangement and plan, their understanding of the ancient poems was a bit mechanical, and the children were unable to deeply understand the language and artistic conception of the poems. Another problem is that when one group reports, the listening effect of other groups is not good, because they do not have relevant practice cases in hand, and they cannot calm down and think about whether the reporter’s answers are correct and whether they need to add anything. Today's teaching was a big mistake. Such a mistake must not be made again in the future.
The traditional model of poetry teaching cannot be lost: first, introduce the author and the writing background of ancient poetry; second, pay attention to the interpretation of the title of ancient poetry; third, recite ancient poetry repeatedly (correct reading not only refers to reading the correct pronunciation, but also the correct pronunciation) Pay attention to the pauses between words, etc.); 4. When solving the problem of word understanding, we should not only ask the children which words they have understood, but also further explore the methods they used to understand them (such as reading the notes in the book, looking up the dictionary Dictionary, combined with learned knowledge or context, etc.); 5. Talk about the meaning of the poem on the basis of fully understanding the words, and finally imagine the artistic conception of the poem, and use your own words to express the artistic conception you experience.
Attached: The originally designed lesson plan and 6 practice cases serve as a reminder to myself not to make such mistakes again.