Part 1: Reflection on the teaching of "Morning in the Mountain Village"
The lesson "Morning in the Mountain Village" is a poem that depicts the beauty and tranquility of the morning in the mountain village. Studying the text requires students to feel the beauty and vitality of nature, and stimulate students' love for nature and their feelings. The learning method to be mastered is how the article expresses a specific meaning from several aspects.
When teaching "Morning in a Mountain Village", the ancient poem "Mountain Village" was introduced at the beginning of the class, allowing students to initially perceive the simplicity and tranquility of the mountain village. This article expresses the tranquility and peace of the mountain village by writing about the natural scenery and people's activities. When teaching, it focuses on the two questions of what the natural scenery includes and what people's activities include. Although this kind of dismembered analysis of the text is helpful for students to grasp the full text as a whole and recite and memorize it, it does not reflect the humanistic characteristics of the language. Students cannot understand more about the beauty of the language, and naturally it cannot evoke their love for the countryside. The yearning for life cannot cultivate students' ability to perceive beauty.
In addition, in teaching, because I was too hasty and worried about not having enough time, I did not have the patience to guide students to read the text. After a class, the learning efficiency was greatly reduced. At this point, teachers must accurately grasp the teaching materials according to the specific learning conditions of the students, identify the focus of each class period, and concentrate on solving a problem. They must not be greedy and make choices about teaching materials. Chapter 2: "Morning in the Mountain Village" teaching reflection
"Morning in the Mountain Village" describes the beauty and tranquility of the mountain village in the morning, shows the peace and joy of people's life in the mountain village, and expresses the love and love for the mountain village. yearn for.
Create situations in teaching, for example: When learning the first section, I said, "The morning in the mountain village is beautiful and quiet. The dewdrops fall on the petals and leaves, crystal clear, and the breeze blows." It's crumbling, who wants to read it? Suddenly inspired students' interest in reading aloud.
Another example: When the students were studying four to seven sections, I said, "Please choose the way you like to read the text. I want to feel your joy of reading in your expressions and movements." In this way, It is said that students have the joy of being noticed, and the interaction between teachers and students is truly realized.
Another example: When appreciating the morning scenery, I used courseware and language to extend from class to extracurricular. Extending from this article to nature further stimulates students' emotions.
In fact, creating situations itself is a very effective way to cultivate students’ language sense. By creating situations, inspiring imagination, and creating an atmosphere, students can be emotional in the situations and resonate with the author's emotions, thereby cultivating their sense of language. In addition to creating situations to cultivate language sense, I also use word analysis to understand language sense.
Use various forms to cultivate students' language sense, such as: named reading, reading together, group reading, teacher-student cooperative reading, etc.
In short, I taught students how to read, imagined while reading, and encouraged students to read with their own feelings. This class successfully completed the teaching task. Chapter 3: Reflection on the teaching of "Morning in the Mountain Village"
"Morning in the Mountain Village" is a poem full of children's interest and rhythm. The full text focuses on "Morning in a Mountain Village" and describes in detail the natural scenery and people's activities in the mountain village in the morning. During the teaching process, students are guided to appreciate the beauty of language and pictures in poetry, so that students can learn to read and enhance their emotions.
Throughout the learning process, "reading" runs through the entire class, using various methods such as individual reading, reading together, silent reading, reading with pictures, listening to each other's reading, free reading, etc., to lead students Into the artistic conception of poetry, students are allowed to appreciate, feel, and ponder while reading the text. They not only understand what the author said, but also connect with the author's soul, which enhances the emotional color of classroom teaching. While deepening students' understanding of the text, it also trains students' reading and understanding abilities, allowing students to learn and experience in a strong emotional atmosphere, thus further cultivating students' love for mountain villages and universities. Natural thoughts and feelings. Chapter 4: "Morning in the Mountain Village" Teaching Reflection
"Morning in the Mountain Village" is a poem that depicts the beauty and tranquility of the morning in the mountain village. Stanzas 4 to 6 of this poem mainly capture the scenes of people’s lives in the morning, and reflect the peace and beauty of people’s lives in mountain villages through the activities of men, women, old and children. The writing method of these three sections mainly uses repetition. One or three lines of each section of the poem are composed of sentences in the same way. The sentence meanings are juxtaposed, arranged in an orderly manner, and rich in rhythm.
When teaching, I combine observation illustrations and guide students to read aloud repeatedly. While reading, they imagine the scenes of people working, living and exercising in the beautiful morning scenery, and turn the pictures depicted in the poems into concrete pictures. Through repeated reading and pondering, students can understand the rhythmic beauty of poetry from isolated and repeated verses.
Then I asked the students to imagine the morning in the mountain village. Who else would walk into the painting and imitate the writing of the poem. The students’ enthusiasm was suddenly mobilized. Some said :?The bird flew into the painting and sang a beautiful song. ?Some said: ?The big rooster came into the painting, urging people to get up quickly. ?The hard-working grandma walked into the painting, and wisps of smoke came out of the chimney. The children's imaginations are extremely rich, and all of them have become little poets. Students gain successful experience from imitating speaking, thus becoming interested in writing and mobilizing their enthusiasm for writing.