When I arranged the topic nearly a month ago, I thought that the progress should have entered the third unit, but in fact, the content of the second unit was not completely completed the day before the lecture date. As a result, this open class became the special course of Unit 3, Architectural Art. This also forced me to choose first class.
As for expository writing, the first-year students are still in the primary stage of reading, and they are not very clear about the stylistic knowledge of expository writing, but being familiar with certain stylistic knowledge plays an important role in students' accurate and in-depth Chinese reading. Compared with the reality that it is difficult for students to get good grades in reading comprehension, how to teach students to a certain extent? Knowledge? It is still necessary. Therefore, the design of this lesson focuses on summarizing the main content of the article (writing object), perceiving the characteristics of the explaining object and understanding the author's writing purpose.
The introduction design of this lesson deducted such a background and key words: the characteristics of Sun Yat-sen Mausoleum, summarizing the main contents of the article.
Thinking of classroom process design: natural introduction: questions or passions-preparation before reading: understanding the author, learning words-silent reading: sketching key words for the question-extracting information: straightening out the main contents of the article-initial feeling: Sun Yat-sen Mausoleum? Hey? Understand the author's writing purpose.
In the introduction part, besides introducing the topic from the buildings with the deepest image in students' daily life? Each building has its own characteristics? In addition, I also borrowed a video material-the introduction of Mr. Zhongshan, aiming at creating an atmosphere that can guide students into the content and language situation of the article. In fact, the students were really silent for a long time after watching the movie. Did the class scare them a little, or did Mr. Zhongshan's great life infect them? I'm not sure, but what is certain is that the students must have been influenced by Mr. Zhongshan. Passion? Success.
For the teaching of new words, I still persisted and guided students to understand the characteristics of several keywords. Next, the students enter the reading session. This article is very long, and it will take a long time to read. In order to prevent students from jumping out of the text prematurely, I reminded them several times: don't worry, read carefully, understand, and mark what you don't understand with a pen. But in fact, the students published the article prematurely.
Of course, before reading, you are assigned a certain task-to understand the contents of Sun Yat-sen Mausoleum introduced in the article. The purpose is to train students' overall perception and generalization ability, and then use the second exercise after the text as a test of reading effect, but the students failed to complete it as expected, and the reading perception was not enough! In this case, I quickly dealt with it-pay attention to the sixth paragraph and find out what the southernmost and northernmost building of Sun Yat-sen Mausoleum is. This move is to let students quickly sort out the meaning of paragraph 6-1 1 to prepare for the next reading. Although this process has been carried out reluctantly, I obviously feel that students' overall perception of the meaning of paragraphs and full texts is insufficient. Although in the past, classroom training focused on guiding students to grasp the writing object, and then accurately grasping the author's writing purpose, and a lot of training including generalization ability, why did students do this? As far as I know about students, I won't reach this level! It seems that students still have no confidence in reading, which is related to the current reading evaluation standards. Judging from the classroom situation, it seems that it is because? Not pointing to paragraph 6? , the teacher took the initiative? A tour guide? Starting from paragraph 6, we can successfully complete the generalization exercise, but I think, if students can't even see such a simple paragraph, how can they practice their overall perception of the content of the article? From this perspective, it may be a good thing for students to have problems.
In fact, the main purpose of this course is reading comprehension, so the next process is to hope that students can enter the state of discovery reading again and summarize the main meaning of the first five paragraphs of the article, and the ability training is mainly based on generalization; The second is to feel the Sun Yat-sen Mausoleum from the summary and combing process of the five paragraphs. Hey? Features.
However, after this class, I think the biggest problem is that the students' situation is beyond my expectation, but it is also becoming a new starting point-students'. The question is where we should work hard. It is precisely because students have difficulty in grasping the full text and the whole paragraph that they should be given effective help. Although we can't see more wonderful stories because of the short film of nearly 6 minutes and the reading time of more than 10 minutes? Highlights? But I think the classroom design and behavior are quite successful.
In addition, because of the time, the classroom teaching has not been completed as planned, so are the students interested? Hey? I don't have enough experience in the appearance, background, momentum and structure of the building itself, so I will supplement it in the next class by reviewing and summarizing, and the effect is very good.
Have any colleagues commented on this class? Simple? Or? Simple? I think it's very pertinent. But there is no fixed teaching method. As long as you know clearly what you teach students and what you want to lead them to learn, your purpose is for their future development, that's all.
Reflections on the teaching of the majestic Sun Yat-sen Mausoleum This text is the second exposition of Unit 3, Book 2, Grade 7. This unit mainly studies architectural exposition. Through the study of this group of texts, students are initially guided to master some knowledge of learning expository texts. Clearly explain the object, understand the characteristics of things, know how to explain around the characteristics, analyze the interpretation order, and master the commonly used interpretation methods and functions.
There are * * similarities between the text and The Immortal People's Heroes, indicating that things and things are easy to find, and both use the method of column number to illustrate the characteristics of tall buildings. However, there are many differences. For example, Sun Yat-sen Mausoleum is a complex, and its height is simply explained by the height of each part. It is also difficult to complete the overall layout of Sun Yat-sen Mausoleum after class, and the text is still very long. So when designing this class, I decided to divide it into three classes: the first class, read the text first, solve the word problem, read the text smoothly, and make clear the object and characteristics. In the second class, read the text again, find out the content of each paragraph, and make clear the structure and order of the text on this basis; Read number seven again? In the natural section of 1 1, find the sentences that explain the order between the parts of Sun Yat-sen Mausoleum, and complete the architectural layout of Sun Yat-sen Mausoleum after class. In the third class, read the text intensively and analyze Sun Yat-sen Mausoleum from three different angles. Hey? And appreciate the accuracy and vividness of the explanation language. I teach the third class in an open class, and now I reflect on the gains and losses of this class as follows:
In this class, I try to practice the concept of new curriculum reform, give the class back to the students for a while and teach for 45 minutes, so that students can communicate in groups on the basis of full self-study. Regarding the realization of the first goal, in order to prevent students from being at a loss, the design of the three questions can be said to have been changed over and over again until it is popular and clear. Give timely instructions when students communicate and report, so that students can understand that these three aspects are not relatively independent, but interdependent. Regarding the second goal, I used a case to analyze and summarize the taste of the language and the format of the answer, so that students can follow it. Finally, read Dr. Sun Yat-sen's famous words together, and encourage students to remember his teachings, inherit the legacy of the martyrs, study hard, lay a good foundation for China's take-off and realize the emotional goals of the Expo. The students in the whole class studied independently and cooperatively in a relaxed and harmonious atmosphere and achieved good results.
However, as a novice in Chinese education in middle schools, the research on teaching materials is not thorough enough, which makes me neglect the cultivation of students' rigorous analytical attitude in teaching. For example, when appreciating vivid descriptive language, there is a saying that under the blue sky, the lush forests on the mountainside and the purple rocks on the top of the mountain form a very beautiful and harmonious picture of nature. I'm just guiding students to analyze? Blue? Green? Purple? Can three words of color tell the scenery of Zhongshan? Does it taste good？ The characteristics of, but ignored, right? Harmony? The understanding of this word. The biggest regret of this class is that the teaching materials are not thorough and students cannot be strictly guided to taste and appreciate the language. In addition, some small branches are not handled well, which causes temporary confusion for students and affects the teaching effect.
Through the teaching of this class, I think it is very important to study and deal with the teaching materials reasonably before class. Only when teachers study the teaching materials well can they cope freely in classroom teaching and play a good leading role in students' learning.
Reflecting on the teaching of the majestic Sun Yat-sen Mausoleum, I chose the first class of the second model essay "The Magnificent Sun Yat-sen Mausoleum" in Unit 3 of Senior One. In others' eyes, the first class is rarely chosen in open classes, because it seems that open classes are for teachers? Does it look nice? -see if the teacher speaks brilliantly. I want to challenge this tradition.
When I arranged the topic nearly a month ago, I thought that the progress should have entered the third unit, but in fact, the content of the second unit was not completely completed the day before the lecture date. As a result, this open class became the special course of Unit 3, Architectural Art. This also forced me to choose first class.
As for expository writing, the first-year students are still in the primary stage of reading, and they are not very clear about the stylistic knowledge of expository writing. However, familiarity with certain stylistic knowledge plays an important role in students' accurate and in-depth Chinese reading. Compared with the reality that it is difficult for students to get good grades in reading comprehension, how to teach students to a certain extent? Knowledge? It is still necessary. Therefore, the design of this lesson focuses on summarizing the main content of the article (writing object), perceiving the characteristics of the explaining object and understanding the author's writing purpose.
The introduction design of this lesson deducted such a background and key words: the characteristics of Sun Yat-sen Mausoleum, summarizing the main contents of the article.
Thinking of classroom process design: natural introduction: questions or passions-preparation before reading: understanding the author, learning words-silent reading: sketching key words for the question-extracting information: straightening out the main contents of the article-initial feeling: Sun Yat-sen Mausoleum? Hey? Understand the author's writing purpose.
In the introduction part, besides introducing the topic from the buildings with the deepest image in students' daily life? Each building has its own characteristics? In addition, I also borrowed a video material-the introduction of Mr. Zhongshan, aiming at creating an atmosphere that can guide students into the content and language situation of the article. In fact, the students were really silent for a long time after watching the movie. Did the class scare them a little, or did Mr. Zhongshan's great life infect them? I'm not sure, but what is certain is that the students must have been influenced by Mr. Zhongshan. Passion? Success.
For the teaching of new words, I still persisted and guided students to understand the characteristics of several keywords. Next, the students enter the reading session. This article is very long, and it will take a long time to read. In order to prevent students from jumping out of the text prematurely, I reminded them several times: don't worry, read carefully, understand, and mark what you don't understand with a pen. But in fact, the students published the article prematurely.
Of course, before reading, you are assigned a certain task-to understand the contents of Sun Yat-sen Mausoleum introduced in the article. The purpose is to train students' overall perception and generalization ability, and then use the second exercise after the text as a test of reading effect, but the students failed to complete it as expected, and the reading perception was not enough! In this case, I quickly dealt with it-pay attention to the sixth paragraph and find out what the southernmost and northernmost building of Sun Yat-sen Mausoleum is. This move is to let students quickly sort out the meaning of paragraph 6-1 1 to prepare for the next reading. Although this process has been carried out reluctantly, I obviously feel that students' overall perception of the meaning of paragraphs and full texts is insufficient. Although in the past, classroom training focused on guiding students to grasp the writing object, and then accurately grasping the author's writing purpose, and a lot of training including generalization ability, why did students do this? As far as I know about students, I won't reach this level! It seems that students still have no confidence in reading, which is related to the current reading evaluation standards. Judging from the classroom situation, it seems that it is because? Not pointing to paragraph 6? , the teacher took the initiative? A tour guide? Starting from paragraph 6, we can successfully complete the generalization exercise, but I think, if students can't even see such a simple paragraph, how can they practice their overall perception of the content of the article? From this perspective, it may be a good thing for students to have problems.
In fact, the main purpose of this course is reading comprehension, so the next process is to hope that students can enter the state of discovery reading again and summarize the main meaning of the first five paragraphs of the article, and the ability training is mainly based on generalization; The second is to feel the Sun Yat-sen Mausoleum from the summary and combing process of the five paragraphs. Hey? Features.
However, after this class, I think the biggest problem is that the situation of students is beyond my expectation, but it is also becoming a new starting point-the problem of students is where we should work hard. It is precisely because students have difficulty in grasping the full text and the whole paragraph that they should be given effective help. Although we can't see more wonderful stories because of the short film of nearly 6 minutes and the reading time of more than 10 minutes? Highlights? But I think the classroom design and behavior are quite successful.
In addition, because of the time, the classroom teaching has not been completed as planned, so are the students interested? Hey? I don't have enough experience in the appearance, background, momentum and structure of the building itself, so I will supplement it in the next class by reviewing and summarizing, and the effect is very good.
Have any colleagues commented on this class? Simple? Or? Simple? I think it's very pertinent. But there is no fixed teaching method. As long as you know clearly what you teach students and what you want to lead them to learn, your purpose is for their future development, that's all.