Reflection on the teaching of Osmanthus Rain 1
"Osmanthus Rain" is a prose with both quality and beauty. The author Qi Jun uses a lyrical style to write about his longing for his relatives and his hometown. Miss you. The writing style is sparse and evocative. The beginning of the article states that I liked osmanthus when I was a child because of its fragrance and the joy of rocking flowers in my childhood. The second half of the article writes about my mother's love for the osmanthus in her hometown. The teaching objectives I set for this lesson when teaching are:
1. Read the text correctly and fluently.
2. Learn the new words in this lesson, create situations and connect them with the context to understand the new words in the text.
3. Understand the content of the text, and be able to relate it to real life and understand the feelings expressed by my mother when she said, "No matter how fragrant the osmanthus flowers are in other places, they are not as fragrant as the golden osmanthus flowers in the yard of my old house in my hometown."
1. Prepare two questions before class.
In teaching this course, I mainly use the following teaching methods: lecture method, discussion method, and audio-visual teaching method. Since the children are familiar with hanging flowers, I stimulated students' interest in learning through pictures and poems describing osmanthus. In order to achieve the first goal, after providing students with self-study tips, I guided them to read the text by themselves, and then checked the self-reading situation. Correct mispronounced words in a timely manner during the inspection.
2. Two questions about classroom teaching.
When checking the reading words and texts, I found that a few students could not even do the most basic requirement of reading aloud "correctly". They dropped words, added words, and read the words wrong.
In classroom teaching, students are not guided into the life situations described in the text. When experiencing the "joy of shaking flowers", the word "tangle" expresses the author's eagerness, and the word "strength" and "shout" express the joy of shaking osmanthus, which also reflects his love for osmanthus. However, when learning these key words, students do not understand the meaning of the words deeply enough. And I use my own explanation to let students understand, instead of using methods of recalling life and connecting with life to guide students to experience the emotions contained in words. When talking about the word "tangle", if students can recall situations in their lives that are similar to "tangle" their parents, it will help students understand how to use the word accurately.
In this class, there are only three ways for children to read aloud: together reading, group reading and free reading. This form of reading aloud is obviously not conducive to children's understanding and absorption of the text, let alone the effect of promoting understanding through reading. During the class, I also observed that some children had the urge to stand up and challenge others or the group, but I ignored this. In my daily teaching process, I have also used this kind of challenging reading, and the effect is very good.
3. Two questions after class reflection:
Generally speaking, my classroom teaching has achieved the expected teaching goals. When teaching, "No matter how fragrant the osmanthus in other places is, it is still not as fragrant as the golden osmanthus in the yard of the old house in my hometown." When my mother said this, she showed pictures of the osmanthus in Hangzhou. It was very beautiful and fragrant, leading the students to question: Why does my mother still think that the osmanthus in her hometown is the most fragrant? Is the sweet-scented osmanthus more fragrant and beautiful? Read back and savor the joy of shaking flowers and the fragrance of osmanthus again. Therefore, this happiness is even greater, and this fragrance of flowers naturally rises to the level of homesickness emotionally, allowing students to deeply understand that what their mother compares is not the intensity of the scent of osmanthus, but their feelings. Instead of talking about osmanthus, what her mother is talking about is, It is better to say that the mother is expressing her homesickness.
4. Two questions about homework assignments.
The assignments are as follows:
1. Read the text fluently.
2. Complete the calligraphy booklet. Both assignments can be completed by students and can take into account students with different learning abilities in the class.
3. Complete pen practice: introduce your hometown.
5. Two questions on student counseling.
For students with learning difficulties, they may not be able to read the pronunciation of characters and write in reverse strokes during study. Ask the primary school teacher to check his reading performance after class. Teachers focus on checking dictation and reciting texts. Reflection on Osmanthus Rain Teaching 2
Today I taught the lesson "Osmanthus Rain". Before class, I carefully prepared the lesson and made full preparations. Although I felt confident, I still dreamed about the lesson at night. I was in a mess and woke up again and again, maybe because of this persistence, I came to school early and went to the classroom to demonstrate the courseware. After ensuring that everything was correct, I quietly waited for the arrival of the children.
Finally, the class bell started to ring, and the teachers who were attending the class entered the classroom one after another. The children sat in their seats, and we started this open class.
First of all, I started with the review introduction and asked the children to talk about what we learned through the study of the previous class? The children talked about the fragrance of osmanthus and the joy of shaking flowers. Then I asked the children to find in the text why the osmanthus is shaken and the joy of shaking osmanthus to Qijun's family.
Then learn the flower-shaking music of Qijun, mother, father and the whole family step by step. Among them, I used verbs and language descriptions for Qijun’s joy of shaking flowers to understand the beauty of shaking sweet-scented osmanthus for Qijun. As for the description of the mother, I used expanded methods to inspire the children to think about why the editor wanted to Delete original text? For the words describing my father, I focused on leading the children to recite the quatrains written by their father. Through reciting and accompanying reading, I allowed the children to read the poems into pictures and paintings.
The next step is to experience the beauty of "eating flowers". The text states that osmanthus can be eaten after being dried, made into osmanthus stew, made into cakes, and made into tea, so the entire village is immersed in the aroma of osmanthus throughout the year. Then I showed Qi Jun's original sentence describing "eating flowers" to let the children experience the fun of eating sweet-scented osmanthus.
Finally, it’s the realization and sublimation of mother’s homesickness. First, find out why the mother said, "No matter how fragrant the sweet-scented osmanthus in other places is, it can't compare to the golden osmanthus in the yard of the old house in my hometown." Let the children feel their mother's special liking for the sweet-scented osmanthus in her hometown. Then when we expand, my mother will say - no matter how good it is, it can't be compared to -. Let your children understand how good their hometown is and how homesick they feel. Then I expanded the poems describing the moon in ancient poems to let the children understand that it is just the same object, why do people say this? Finally, I showed Yu Guangzhong's "Nostalgia" to let the children feel homesickness and the feeling of hometown.
This class 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 use the seewo whiteboard to teach, and before class When disguising the courseware, I dragged the content about the difference between synonyms of "picking" and "picking" to the place where it should be placed, but I forgot to return it. However, because I didn't think much about it at the time and because of time constraints, I There was a mistake in this link.
Paying close attention to the children was not comprehensive enough. Zhang Zheyi, who was sitting at the entrance, actually fell asleep, but I didn’t see it at first. The principal sitting next to him noticed that he was sleeping soundly. After I found out, Wake him up.
I still didn’t prepare enough for the lesson. The word “Ning” in Ningke is a polyphonic word. I actually pronounced it wrong at the time. I felt very sorry. Later, the child read it correctly and I corrected it.
Every class I take is a kind of experience for me. Although I have taken countless open classes, I am still a little nervous. From insomnia at night to constant dreams, I can see my anxious nerves. Maybe it's because a colleague told me loudly yesterday: "For your class, I asked everyone in our office to attend the class before class..." The attention of colleagues is an invisible pressure on me. But this is fine, let me work tirelessly and challenge myself. Reflection on Osmanthus Rain Teaching 3
The author of "Osmanthus Rain" is Qi Jun, and this article she wrote is indeed very beautiful. When I first picked up this article, I couldn't put it down and read it, like being showered in a fragrant sweet-scented osmanthus rain. In that rich and charming aroma, I felt Qi Jun's rain-like homesickness. However, although the article is full of Qi Jun's deep homesickness, it can only be understood by reading between the lines, just like "you have to carefully look for the small flowers among the green leaves." Therefore, you must immerse yourself in the article, so that you can truly appreciate the author's nostalgia and childhood joy. The following is my little experience in class today:
The paragraph "Shaking Osmanthus Flowers" is not only the focus of the text content, but also the focus of teaching. In this part of the teaching, I paid attention to the insights during reading and guided the students to deeply experience the happy mood when "shaking the sweet-scented osmanthus". When teaching, I first let the students read the text and summarize the main content of the article. Then I start with the illustrations in the text and ask the students to talk about the content of the pictures. Then I find relevant paragraphs describing the content of the pictures from the text, and let the students read aloud and highlight the key points. Sentences, and then deepen step by step, gradually getting better. Regarding the author's eagerness to "shake the sweet-scented osmanthus" and the joy of "shaking the sweet-scented osmanthus", I guide the students to read the text, starting from understanding the dialogue and verbs, reading aloud with roles and asking students to talk about the reasons for reading this way, and experience and experience in reading. Feel the author's eagerness and joy. Regarding the feeling of "osmanthus rain", I guided the students to experience the comfortable feeling based on their life experience of being exposed to the rain, and then asked the students to shout directly: "Ah! It really feels like rain! It smells so good!" The mood when I shouted, and then entered the text again with this perception and experience, and read the feelings in it. Finally, students are guided to recall their childhood lives, talk about unforgettable people and things, and transfer their emotions and abilities.
Classroom teaching is always an art of regret, and for ordinary front-line teachers like me, it is even more regretful. The first half of the class was dull. Why did this happen? I think the main reason is that when students underline sentences describing aromas and talk about their feelings, it is really difficult to get into the mood with just a few isolated sentences without the specific language environment of the text. Let students read sections 4 and 8 on their own and experience it in context. Maybe the situation will be different. I feel that the teacher's traces are too strong and the flavor of skimming is not revealed. But I don’t know how to do it specifically. I can only pay more attention to this aspect in the future and try to find some methods of teaching skimming texts in teaching practice.
Through this class, I discovered that I have many shortcomings. Perhaps, some things cannot be corrected overnight, but there is no end to learning.