Tisch
After Rain is a childlike poem that reflects children's life. With extremely delicate brushstrokes, the poem depicts an interesting scene of a pair of little brothers and sisters playing in the water after the rain, accurately and vividly depicts the different personality characteristics of the two brothers and sisters, and the psychological characteristics of love the water people who like the rain. After reading Mr. Xu's teaching design, I benefited a lot. I decided to start with children's lives in teaching and arouse their life and emotional experience. First of all, contact life and arouse life experience.
For rural children, after the rain in summer, the air outside is fresher and the weather is cooler, so it is no stranger to play with water outside. So, at the beginning of the class, I raised a topic to cheer up the children: What do you like best after a heavy rain in summer? The students all talked about playing with water with relish, which led to the study of the text. Memories of life scenes and descriptions of poems bring children into familiar life situations, activate students' life experiences and stimulate their interest in learning.
Secondly, read aloud to stimulate emotional experience.
In order to understand the interesting scenes of brothers and sisters treading water, I adopted the way of performing reading aloud, so that children can recall in the performance, put themselves in their shoes, arouse their psychological and emotional experiences, and read aloud while recalling, so as to realize the excitement and joy of brothers and sisters treading water. At the same time, guide children to grasp key words and make reading more in place.
Third, stimulate imagination and depict childlike innocence.
After learning the whole poem, I asked the children: How happy are these children except my brothers and sisters? On this issue, children seem to come to the square, spread their imagination wings and describe the happy scenes of children playing with water that they have experienced or imagined. Finally, I asked the children to copy this poem in the morning book with pictures. Children are full of enthusiasm, let their imaginations gallop, paint their feelings with brushes, and fully experience and enjoy childlike innocence.
extreme
Fu: I listened to teacher Ye's composition class this morning. It was a relaxing composition class with a novel topic. The teacher's language is kind and natural. The teacher in this class pays attention to the training of oral composition. Through the proper guidance of teachers, students love to talk, tell their interesting childhood stories and express their true feelings. The topic is vague because it is not the content of unit teaching. Wu Liping: The teacher grasps the movements, psychology and language of the characters and carries out composition teaching. She is well prepared and has a strong affinity. She also used the interesting things that happened around the students in those years to teach. She talked and practiced. It would be better if teachers could "help" less and "let go" more in teaching.
Fu Ting: In this kind of free writing class, teachers always pay attention to the evaluation of students' oral English and writing. In class, what we see is the teacher's sincere listening, and what we hear is the teacher's enthusiastic encouragement. Teachers' respect urges students to expand their thinking, broaden their imagination and truly return to the "truth".
Xiong Biyu: In the teaching of this course, Mr. Ye has a prominent focus and a clear goal. He can take "homework emotion" as the main line, comment and guide students to choose targeted and selective content in time, and guide writing. Let students enrich their language accumulation, learn to write, dare to write and like to write, but if they can arrange their time reasonably, it is best to give children more time to think.
Wei: In this kind of free writing class, the class goes naturally and smoothly. Teachers stick to the theme, follow the lead, actively encourage students to express freely, and make targeted comments in time, so as to truly take students as the main body and give full play to their dominant position.
Tisso
After listening to Mr. Gu's class this morning, I think there are several points worth learning: First, be well prepared. From the exquisite wall charts and headdresses, it is not difficult to see that Mr. Gu has worked hard and sweated for this open class. The use of these visual AIDS has effectively stimulated students' interest in learning.
Second, the blackboard is neat. In this class, the teacher has many blackboard books on the blackboard, but his handwriting is not scribbled because of the contents of the blackboard books. The neat blackboard writing and the text wall chart are integrated, which complement each other and give people beautiful enjoyment.
Third, the structure is complete. As a reading class, this class not only reviewed the teaching content of the words in the last class, but also excavated the connotation of the story; There are not only the analysis and understanding of the text, but also the performance of textbook drama; There are both students' contact with the text and the collision of teachers and students' thinking; This paper not only analyzes the images of two animals in the text, but also educates students.
With solid teaching skills and professional work attitude, Mr. Gu successfully completed the teaching task, but classroom teaching is always a regrettable project. If I want to keep improving and make my teaching more perfect, I think I still need to improve in the following aspects.
First, let the students read the text for the first time and think: What is the main point of the text? After the students read the text, the teacher and the students cooperated to solve the problem, but it was the teacher who told the students the answer to this question. This deprives students of the right to think seriously, organize language and express themselves, and gives up the opportunity to cultivate and improve students' language expression ability. If I were you, I would organize the teaching according to the link of "reading-thinking-speaking-evaluation".
Second, when reading the text again, let the students think: How many times did the fox say to the crow? What did they say respectively? I think the design of this problem is not worth thinking about. Helping the teacher break a complete and vivid story into pieces is the culprit. If I were a teacher, I would design two questions to guide the teaching of this class: What is this fox and crow? What do you want to say to fox and crow respectively? Let students read, discuss and communicate freely, which at least avoids the wrong tendency of teachers to impose their own views on students.
Third, the expression of the text should be based on familiar reading and internalization. Otherwise, this performance will be very hasty and dull. It will not only make the performers look embarrassed, but also make it difficult to win applause and applause from the audience. Besides, I don't think it is particularly necessary to use Chinese as a surname instead of acting. Don't spend time and energy on the performance of the so-called textbook drama with high consumption and low efficiency. In classroom teaching, as a Chinese teacher, the first and most important task is to create opportunities for students to get close to the text and have a deep dialogue with it, so that students' hearts can be shocked by reading the text and students can feel the joy of reading in spiritual experiences again and again.
Fourth, we should be aware of the extension of the text. Let the students observe the pictures in the text-how the crow feels after being cheated, and fully guide the students to play their imagination-what will the crow feel at this time? What lessons will it learn? Strive to achieve the effect of "the class is over, but the meaning is endless", so that "reading, imagination, experience and expression" can be extended to extracurricular activities and integrated into students' lives.