Reflection on the teaching of osmanthus rain (1) is an essay with both literary and aesthetic feeling. Qi Jun, the author, wrote his thoughts about his relatives and hometown in a lyrical style. The writing is sparse and memorable. At the beginning of the article, I liked sweet-scented osmanthus when I was a child, because of its aroma and the joy of shaking flowers in my childhood. In the second half of the article, I wrote that my mother loves sweet-scented osmanthus in her hometown.
In the face of such an article, every part is beautiful and difficult to choose. After reading the text repeatedly, we put the teaching emphasis on:
First, smell the sweet-scented osmanthus.
In this piece of teaching, the word "immersion" appears twice. Holding the fragrance of flowers, I feel that the fragrance of osmanthus has been integrated into every detail of people's lives.
Second, find a wave of flowers and music.
"Shake osmanthus" is not only the focus of the text, but also the focus of teaching. In this part of teaching, I pay attention to reading comprehension and guide students to deeply understand the happy mood when shaking osmanthus. Pay attention to the author's eagerness and happiness in "shaking osmanthus". I instruct students to read words, starting with understanding dialogues and verbs, reading aloud in different roles and asking students to talk about the reasons for reading, so as to experience and feel the author's eagerness and happiness in reading.
When guiding students to feel "osmanthus rain", I ask questions with the help of courseware, find out what "osmanthus rain" is from the text, and answer with the original sentence in the text. After the children found it, I used the pictures on the courseware to let the children feel the scene of "osmanthus rain" again. Ah! Just like rain! What a fine rain! "With this feeling and experience, I once again entered the text and read out my feelings. I used the creative situation-imaginary pictures to let students feel the falling of osmanthus rain and the happiness of osmanthus falling. Unfortunately, because of the time, the scenes created by the students were not displayed and were taken in a hurry, which is a pity.
Third, realize homesickness.
Compared with my mother, the sweet-scented osmanthus in Hangzhou is not as fragrant as that in my hometown. Here, it is really beautiful and fragrant to show the osmanthus flowers in Manjuelong, Hangzhou, but why does my mother still think that the osmanthus flowers in my hometown are more fragrant and beautiful? Reread palindromes and taste the swaying flowers and sweet-scented osmanthus again. So this kind of happiness is even happier, and this fragrance of flowers naturally raises the emotional level to homesickness.
This kind of treatment, not only the teacher's teaching path is very clear, but more importantly, allows students to participate in learning activities according to their own knowledge level, and the teacher also participates in learning as a learning partner.
At the end of the article, I try to sum up a theme that can best be expressed in Qi Jun's works-homesickness through other works of Qi Jun.
In addition, in terms of time arrangement, I should try to leave enough time for students to study independently. Of course, autonomous learning does not leave all the time to students, but requires the proper and effective guidance and supervision of teachers. Attention should be paid to avoiding repetition or simple encouragement in the content of questions and answers, but to guiding and encouraging evaluation in combination with the content of the text. When preparing lessons, we should put forward valuable questions around the objectives and contents of classroom teaching; At the same time, students should be encouraged to ask valuable questions actively to improve the quality of classroom questioning.
The second part is the reflection on the teaching of osmanthus rain, which is a reading text in the first unit of grade five. The whole class is designed to let students perceive the text as a whole, and then firmly grasp the sections of "osmanthus fragrance, swaying flowers and homesickness". Through reading aloud, imagining and feeling, guide students to approach the author, enter the text, and finally expand reading to understand the author's other works. The purpose of classroom teaching is to combine instrumentality and humanism organically through the comparison and training of language and writing.
First, walk into the osmanthus rain
At the beginning of teaching, guide students to review the text they have learned, and then reveal the topic of "osmanthus rain", so that students can read the text freely and understand the content written in this text. What did you write again? Students can immediately understand that the scenery of the text is written in osmanthus; It says shaking osmanthus.
In this way, students will naturally understand that this text is not only about scenery, but also about things, and will show strong interest. It is through this situation that teachers' teaching and students' learning have formed a good interaction, and all teaching links have been fully brought into play. In short, using old knowledge to introduce new knowledge conforms to students' cognitive rules and can also form a better learning and teaching atmosphere.
Second, taste sweet-scented osmanthus.
To taste the flowers, you have to write "Fa" and feel the exquisiteness of the words. The key link in teaching is to let students experience the "sweet osmanthus fragrance" in the text and master the eight words "fragrance" appearing in the full text. But each of the eight "incense" in the text has a different expression. Let the students find out these sentences with the word "Xiang" by themselves, then guide them to read each sentence aloud, and guide them to discuss and communicate these sentences with the word "Xiang" by making comments. For example, "there is a hill in Hangzhou, which is full of osmanthus trees." When the flowers bloom, they are fragrant. " This sentence is very exaggerated, and there are also writing techniques such as metaphor and contrast.
Although students may make some mistakes when expressing their ideas, they should be encouraged not to be afraid of making mistakes, to show themselves boldly, and to let children taste the uniqueness of these sentences under the guidance of teachers. Next, let the students underline the words that write "Xiang" beautifully, and read the clever words used by the author, especially the word "immersion", so that the students can understand it thoroughly and deeply, so as to deeply understand the fragrance of osmanthus. This not only makes the "fragrance" of osmanthus quietly float into students' hearts, but also makes students realize the unique writing techniques and exquisite words in "Moistening Things Silently". In the teaching process, teachers give appropriate guidance by using the method of independent inquiry, and read sentences and taste words through reading from the form of enlightenment, thus realizing the integration of humanity and instrumentality.
Third, experience rocking music.
Through action and language description, we can experience the music of swaying flowers and get the "taste" of language. Experiencing the teaching of "Shake Flowers Music" is to lead students to read the text, master the language and movements of the characters in the text and read them repeatedly, and let students imagine by creating situations, thus fully embodying the "joy" of shaking flowers. While guiding students to feel the osmanthus rain, reproduce the scene of "osmanthus falling" in the form of animation, especially let students play me as a child and shout "Ah! Just like rain! What a sweet rain! " Wait for these words to fully understand the mood when the osmanthus rain falls. The reappearance of the scene of "Shake Flower Music" enables students to deepen their understanding of osmanthus rain after reading and enjoying it. Let students understand in reading and read in understanding. Then, encourage students to imagine boldly and assume that they are under this osmanthus tree. What kind of actions and language will they use to express their happiness? Students combine their own understanding of the text, expand their imagination and practice oral English. This teaching method makes students completely immersed in the situation described in the text, study in a relaxed and happy atmosphere, mobilize students' enthusiasm and initiative, and make them deeply understand the content of the text.
Fourth, feel homesickness.
Reproduce the scene of sending flowers and experience the deep hometown "love". The purpose of this lesson is to experience homesickness by feeling the scenery and things in the text. Through the understanding of "osmanthus fragrance" and "shaking flowers", students are full of deep love for osmanthus. In this link, teachers should grasp the mother's sentence in the text, "The osmanthus here is not better than that in my hometown yard", so that students can exchange their feelings. In the exchange of feelings, students will deeply feel the deep affection contained in the small osmanthus. In this part of the teaching, students are guided to learn through reading, thinking, thinking, practice and action, so that students can play the role of my grandmother and my neighbor when I was a child and reproduce the scene of "I" sending osmanthus flowers to my neighbor. Let the students practice the performance together at the same table, and then call the roll to perform in front of the class. Students once again feel the deep neighborhood friendship of the villagers contained in osmanthus, which deepens students' understanding of the key contents of the article and makes them feel the author's yearning for his hometown more deeply.
Verb (abbreviation for verb) approaches the flower shaker.
The last part of the teaching is a brief introduction to the author and his writing style, and in-depth reading of the sentences in the author's other two works, The Taste of Hometown and The Water in Hometown is Sweet, which subtly deepened the emotional tone of the class.
In this lesson, we pay attention to guiding students to understand the text through "self-reading, since the enlightenment, cooperation, imagination and communication", so as to strengthen their inner emotional experience. Although the life reflected in this article is far from the real life of students, the childlike innocence is the same. Let students read and explore according to their own cognitive level and hobbies, and let every student devote himself to learning activities, so as to achieve the goal of * * * improving * * and experiencing success and joy together.
The third reflection on the teaching of osmanthus rain "osmanthus rain" is a beautiful article full of nostalgia. The article is closely related to "sweet osmanthus was my favorite when I was a child." This sentence, narrated from the perspective of childhood, took "osmanthus fragrance" as a clue and wrote "my" childhood swaying flower song. After reading it, it is easy for students to produce strong * * * sounds. The focus of this lesson is to guide students to experience the fun of shaking flowers, and the difficulty is to understand the author's nostalgia for his hometown osmanthus.
When reading through the text, I asked the students to find the first paragraph, "I liked sweet-scented osmanthus best when I was a child." The reason why students are asked to read the author's favorite osmanthus fragrans with questions is because the fragrance of osmanthus fragrans is charming. Let students contact their existing life experience and read with emotion, so that students can really smell the fragrance of osmanthus fragrans from reading. When introducing the "fragrance" of osmanthus, the children all found that "when osmanthus bloomed most luxuriantly, at least a dozen neighbors were not immersed in the fragrance of osmanthus." This sentence. I guide students to understand language and words through reading. After reading, students can understand that osmanthus fragrance is far away through keywords such as "more than a dozen neighbors around" and "fragrance floating ten miles". Through the training of "nothing is immersed in osmanthus fragrance" and "everything is immersed in osmanthus fragrance", students can understand the meaning by independent comparison, and they can understand the same meaning in different expressions, but feel different, thus guiding and helping students to "ponder, taste, understand and absorb" the language.
In the experience of "Shake Flowers", the word "around" shows the author's eagerness, while "struggling" and "shouting" show the joy of shaking osmanthus, and also reflect his love for osmanthus. I try to guide students to understand the emotions contained in the text by recalling life and connecting with life. I say the word "pestering" to remind children of scenes similar to "pestering" their parents in life. Then it is guided by the role reading at the same table and the role reading of teachers and students. I can finally shake osmanthus, so happy. How can I be happy? Students read aloud in the situation, read the word "difficult", let the children stand up and shake with their movements. Students really feel the joy of shaking osmanthus from shaking it to reading it emotionally. When sweet-scented osmanthus fell over our heads, I shouted, "Oh, it looks like rain! What a sweet rain! " Through individual reading, group reading and collective reading, experience the beautiful scenery of osmanthus flowers falling like rain.
At the end of the article, I tried to deepen students' understanding of mother's words and deeply understand the author's nostalgia for his hometown osmanthus by discussing his mother's mind, reading his mother's words and supplementary fill-in-the-blank training after class.
The teaching of this paper is mainly through various forms of emotional reading, tasting words, sentences and paragraphs, understanding the language in reading and experiencing feelings in reading, which can basically highlight key points and break through difficulties. In addition, I also encourage students to extract beautiful words from the text, thus enriching students' language accumulation.
The fourth chapter "Rain of Osmanthus fragrans" is an essay with both literariness and aesthetic feeling. Qi Jun, the author, wrote his thoughts about his relatives and hometown in a lyrical style. The writing is sparse and memorable. At the beginning of the article, I liked sweet-scented osmanthus when I was a child, because of its aroma and the joy of shaking flowers in my childhood. In the second half of the article, I wrote that my mother loves sweet-scented osmanthus in her hometown. I set the teaching objectives of this course when I was teaching:
1. Read the text correctly and fluently.
2. Learn the new words in this lesson and create scenarios to understand the new words in the text.
3. Understand the content of the text, and understand the feeling that "the sweet-scented osmanthus in the field is still not as good as the golden osmanthus in my hometown yard" expressed by my mother.
First, prepare two questions before class.
In the teaching of this course, I mainly adopt the following teaching methods: lecture, discussion and audio-visual teaching. Because children are familiar with hanging flowers, I stimulate students' interest in learning by describing pictures and poems of osmanthus flowers. In order to achieve the first goal, I show students self-study tips, guide them to read the text by themselves, and then check the self-study situation. Correct typos in time during inspection.
Second, two questions about classroom teaching.
When checking reading words and texts, I found that a few students couldn't even read correctly, and there were cases of dropping words, adding words and mispronouncing words.
In classroom teaching, students are not guided to integrate into the life situation described in the article. In the experience of Shake Flowers, the word "tangled" expresses the author's eagerness, while "struggling" and "shouting" express the joy of shaking osmanthus, and also reflect his love for osmanthus. However, when learning these keywords, students don't understand the meaning of the words deeply enough. But I use self-explanation to make students understand, rather than recalling life, and connecting with life to guide students to understand the emotions contained in the text. When talking about the word "pestering", it will help students to understand the word accurately if they can recall scenes similar to "pestering" their parents in their lives.
There are only three ways for children to read aloud in this class: chorus reading, group reading and free reading. This reading form is obviously not conducive to children's understanding and absorption of the text, let alone the effect of promoting enlightenment through reading. In the course of class, I also observed that some children really want to stand up and challenge others or groups, but I ignored this. In the usual teaching process, I have also used this challenging reading, and the effect is very good.
Third, reflect on two questions after class:
Generally speaking, my classroom teaching has achieved the expected teaching goal. In teaching, "osmanthus in other places is still not as good as Jinguixiang in my hometown yard." When my mother said this, she showed me a picture of osmanthus fragrans in Hangzhou, which was very beautiful and fragrant, causing students to question: Why does my mother still think that osmanthus fragrans in my hometown is more fragrant and beautiful? Reread palindromes and taste the swaying flowers and sweet-scented osmanthus again.
Therefore, this kind of happiness is even faster, and the fragrance of flowers naturally rises to the level of homesickness emotionally, so that students can deeply understand that what their mother said is not the fragrance of osmanthus, but feelings. It's better to say that mother is expressing homesickness.
Four, two questions about the assignment.
The tasks are as follows:
1, read through the text.
2. Complete the copybook. Considering the students with different learning abilities in the class, students can complete these two assignments.
3. Finish writing: Introduce your hometown.
Five, two questions about student consultation.
For students with learning difficulties, they may not be able to pronounce correctly and the writing order may not be correct. Let the little teacher check his reading after class. Teachers focus on checking dictation and reciting texts.
Today, I taught the lesson osmanthus rain. Before class, I prepared lessons carefully and made full preparations. Although I feel very confident, I wake up again and again at night because I dream that my class is in chaos. Perhaps because of this insistence, I came to school early and made a demonstration of courseware in the classroom. I waited quietly for the arrival of the children while making sure everything was correct.
Finally, the bell began to ring, the teachers came into the classroom one by one, and the children sat in their seats. We opened this open class.
First of all, let me start with review and introduction. Let the children talk about what we learned from last class. The children talked about the fragrance of osmanthus fragrans and the music of shaking flowers, and then I asked the children to find out in the text why they shook osmanthus fragrans and the happiness it brought to Qi Jun's family.
Then learn Qi Jun, mother, father and the whole family step by step. Among them, for Qi Jun's "Shake the Flowers", I use verbs and language descriptions to understand the beauty of Qi Jun's shaking osmanthus, while for the description of mother, I use expanded methods to inspire children to think. Why did the editor delete the original text? For the words describing my father, I mainly lead my children to read the quatrains written by my father. Through reading and matching reading, let the children read the poem into a picture and a picture.
Then feel the beauty of "eating flowers". It is written in the article that osmanthus fragrans can be eaten after drying, made into osmanthus bittern, made into cakes and made into tea, so the whole village is immersed in the fragrance of osmanthus fragrans all year round. Then I showed the sentence describing "eating osmanthus" in Qi Jun's original text, and let the children feel the pleasure of eating osmanthus.
Finally, the feeling and sublimation of mother's homesickness. First of all, why did my mother say, "Osmanthus fragrans in the field is not better than Jingui in my hometown yard." Let the children feel that their mother has a special liking for sweet-scented osmanthus in their hometown. Then expand, my mother will say-no matter how good it is. Let children know that their hometown is good and they are homesick. Then I spread out the poem describing the moon in ancient poetry to let the children know that it is only one thing. Why would someone say that? Finally, I showed Yu Guangzhong's homesickness and made the children homesick.
This course has been well received by everyone, but I know in my heart that no one is perfect and I still have a lot to improve. For example, I had a class on the Schiavo whiteboard, and I hid the courseware before class, dragging the content about the difference between the synonyms of "Jian" and "Jian" to the place where it should be, but forgot to return it. But I didn't think much at that time, and because of time, I made mistakes in this link.
I didn't pay enough attention to the children. A classmate from Zhang Zhe fell asleep sitting at the door, but I didn't notice it at first. The headmaster sitting next to him found him sleeping soundly. When I know, I will call him to get up.
Preparing lessons is still not enough. I'd rather say "Ning" is a polyphonic word. I was actually wrong at that time, and I felt very sorry. Later, the child read it correctly and I corrected it.
Every class is an experience for myself. Although I have participated in numerous open classes, I am still a little nervous. I can see my anxious nerves from insomnia at night to constant dreaming. Maybe it's because a colleague said to me loudly yesterday, "I asked everyone in our office to attend your class …" Colleagues' attention is an invisible pressure on themselves, but it's okay. Let me make unremitting efforts and challenge myself.
Reflections on the Teaching of Osmanthus Flower Rain (VI) Osmanthus Flower Rain was written by Qi Jun, a famous female writer in China, with a particularly beautiful language. When I first wrote this article, I was just moved by the beautiful language, just like being bathed in a osmanthus rain. When I further read and understand Qi Jun, I felt the homesickness of Qi Jun like osmanthus rain in that charming fragrance. However, this unforgettable nostalgia and childhood feeling is not a simple feeling, and it needs to be carefully read between the lines. So how can I make students have this experience in my class?
"Shake osmanthus" is the focus of teaching. In this part of teaching, I pay attention to my reading comprehension and guide students to deeply understand the happy mood when "shaking osmanthus". I have given enough time for students to learn independently: circle the sentences that you think Qi Jun likes shaking osmanthus, and make some appropriate comments next to the words that give you the deepest feelings. Then, in the students' exchange of texts, Qi Jun likes to shake osmanthus. "Shake osmanthus" is a big deal for me, so I always pester my mother and ask, "Mom, why don't you shake osmanthus!" I mainly want students to use this sentence to exchange their experiences. During the communication, I can inspire my classmates to feel that it is an important thing to shake osmanthus this year, and it is also a pleasure for the Qi army. In order to help them further feel Qi Jun's expectation and urgent mood for shaking osmanthus, I created a situation and "read" Qi Jun's words three times. "Now I am a cola, helping to lay bamboo mats under the osmanthus tree, and also helping to hold the osmanthus tree and shake it hard." Ask the students to imagine the static words as dynamic pictures and describe what the little girl in the pictures looks like. In the description, the students think this is an innocent, lovely and lively image of a busy little girl.
The author of osmanthus rain is Qi Jun, and her articles are really beautiful. When I first read this article, I couldn't put it down, just like taking a bath in a fragrant osmanthus rain. In that rich and charming fragrance, I felt the homesickness of Qi Jun like rain. However, although the article is full of Qi Jun's deep homesickness, it can be read between the lines that "we should carefully look for beautiful flowers from the green leaves". So you must devote yourself to the article, so that you can truly appreciate the author's homesickness and childhood happiness. The following is my little experience in class today:
"Shake osmanthus" is not only the focus of the text, but also the focus of teaching. In this part of teaching, I pay attention to my reading comprehension and guide students to deeply understand the happy mood when "shaking osmanthus". When teaching, I let students read the text for the first time and summarize the main contents of the article. Then, from the illustration of the text, let the students talk about the contents of the pictures, and then find out the relevant paragraphs describing the contents of the pictures from the text, let the students underline the key sentences after reading aloud, and then deepen and improve them step by step. For the author's eagerness and happiness of "shaking osmanthus", I guide students to read words, start with understanding dialogues and verbs, read aloud in different roles and let students talk about the reasons for reading, so as to experience and feel the author's eagerness and happiness in reading. For the feeling of "osmanthus rain", I combine the life experience of students being rained, guide students to feel their comfortable feelings, and then let students shout directly: "Ah! Just like rain! What a sweet rain! " Experience the mood of shouting, and then enter the text again with this feeling and experience and read out the feelings. Finally, guide students to recall their childhood life, talk about unforgettable people and things, and transfer their emotions and abilities.
Classroom teaching is always an art of regret, especially for ordinary front-line teachers like me. The first half of the class is boring. Why is this happening? I think the main reason is that when students draw sentences describing fragrance to talk about feelings, they are divorced from the specific language environment of the text, so it is really difficult to do as the Romans do. Let the students read 4 or 8 verses by themselves and feel the experience in the context. Maybe things are different. I feel that the teacher's traces are too thick to smell. But I don't know exactly how to say it. Only in the future teaching practice can we pay more attention to and try to find out some methods of skimming the text.
Through this class, I found that I have many shortcomings. Perhaps, some things can't be corrected overnight, but there is no end to learning.
Reflections on the Teaching of Osmanthus Flower Rain Part VIII Osmanthus Flower Rain is a reading text in Lesson 7 of Book 9 of the New Curriculum Standard People's Education Edition. The rain of osmanthus flowers is the most beautiful and charming impression of my hometown in the author's memory. The author first wrote his favorite osmanthus flowers and its charming fragrance, and then wrote the shaking osmanthus flowers. Finally, he wrote about enjoying osmanthus flowers and bringing them to his mother after leaving his hometown, but he always remembered the swing music and osmanthus rain in his hometown.
After reading this article, I feel that osmanthus fragrance permeates between the lines, and the author's homesickness also lingers in my heart, as rich as osmanthus fragrance, overflowing between the lines. The focus of this lesson is to grasp the main content and key sentences in the text and understand the author's thoughts and feelings.
Teaching objectives:
1, know two new words. Read and remember the words "posture, charm, at least, neighbors, maturity, integrity, and especially, in advance, incense flies ten miles".
2. Read the text correctly, fluently and emotionally.
Through reading and communicating with classmates since enlightenment, I can understand the author's homesickness and how these feelings are expressed.
Because this lesson is skimming the text. Therefore, in teaching, I know the new words by reading the text since the enlightenment, so that students can understand the main content of the text and understand what happiness osmanthus has brought to the author. Then, read the text carefully and realize the meaning of "osmanthus here is not better than osmanthus in my hometown yard" and the author's thoughts and feelings. After you have your own ideas, communicate with your classmates. From the communication, students can appreciate the author's thoughts and feelings, which are expressed from "I"' s memories of childhood events about osmanthus and my mother's words. Finally, guide the students to read the text with emotion and further understand how the author expresses his thoughts and feelings. Reading the joy and endless aftertaste brought by shaking flowers to the author.
It should be said that this article is a prose with beautiful language, full of the author's faint homesickness and good memories of his hometown life. Besides guiding students to read the text with emotion, I also encourage students to recite and copy their favorite sentences or paragraphs, so as to enrich students' language accumulation.