Chinese "osmanthus rain" 1 Teaching reflection starts with words, guides feelings, connects with one's real life, increases experience, and enables students to deepen their understanding and experience in active thinking and emotional activities, and gain some insights and accumulation. When the feelings increase to the highest point, let the students shout "Ah! Just like rain! What a sweet rain! " Monographs are mainly based on keywords. Through the performance, the author's life experience and the students' life experience have a * * * sound. Students experience the author's rich emotions from the text, express their feelings through language and words, and express their feelings about life.
Teacher: I love shaking osmanthus, and my mother loves osmanthus in my hometown. Let's read my mother's words, "The osmanthus here smells good again …" What have you read?
Health: I read it from front to back. In front, it says, "When osmanthus is in full bloom, let alone fragrance flies ten miles ..." At the back, it says, "There is a mountain in Hangzhou, and the mountain is full of osmanthus trees ..." It can be seen that osmanthus in Hangzhou must be fragrant, but there is only one tree in my hometown, and there is a hill here.
Teacher: Your idea is really good. It's good that you can read it in context. We also think that osmanthus in Hangzhou may be more fragrant than that in my hometown. Then why did my mother say the fragrance in my hometown?
Health 1: Love your hometown.
Health 2: I am so impressed by the osmanthus in my hometown.
Teacher: Yes, my mother thinks her things are better. The so-called "moonlight in how bright at home!" .
Teaching reflection: students can understand sentences and feel the emotions of the characters in the next text, but when they dig deep, that is, they feel homesickness through the description of scenery, their emotions are not in place. Students just say that they love and miss their hometown in general, but they don't feel the author's thoughts and feelings from the heart.
Reflections on the teaching of Chinese "osmanthus rain" 2 "osmanthus rain" This is a self-reading text, which describes the author's childhood in his hometown and is full of great nostalgia for his childhood in his hometown. The second unit is that the texts are all related to the wandering mood of homesickness, so when I designed this class, I combined the unit guide and the ancient poems I had learned before to guide students to understand the expression of borrowing scenery and narrative lyric, and quoted relevant poems to let students experience the way of expressing homesickness through scenery and narrative. Then, with the understanding of this passage, I will learn the lessons of osmanthus rain and think about the scenery and things by which the author expresses his thoughts. This is the focus of this unit. After mastering the method, students will naturally understand.
In the process of teaching, I ask students to read the introduction before the text and think about two questions raised in the introduction: What joy did osmanthus bring me? Why did my mother say, "Osmanthus fragrans there is not as fragrant as Osmanthus fragrans in my hometown"? Both these questions are necessary for students. In the text, the joy brought by Osmanthus fragrans is obvious in some places and implicit in others, so students can easily find the joy of shaking Osmanthus fragrans, but they can't find the joy of Osmanthus Jelly, Osmanthus fragrans and Osmanthus fragrans. In classroom teaching, my guidance is not enough. After listening to Ms. Zhong's class, I found that she did it completely. She asked the students to find out the sentences describing osmanthus, then read them aloud with emotion, and then used comments to infiltrate the writing method of "paying attention to the language and movements of the characters and feeling the complicated psychological activities of the characters" to guide the students to deeply understand the happy mood when "shaking osmanthus". After that, let the students read and understand, and read and understand. The exception is to let the students play the author and shout directly, "Ah! Just like rain! What a fine rain! "Experience the mood when you shout. Then with this feeling and experience, enter the text again and read the feelings. Her class focuses on students' independent study and cooperative inquiry, guiding students to read more, feel and understand in reading, find problems by themselves, solve problems in reading, thinking, discussing and communicating, and master learning methods. This is where I didn't do enough in class. I leave too little time for students to study independently. Students are too lazy to think when listening to the teacher, which is not conducive to mobilizing students' initiative.
In addition, I didn't read enough keywords in the text in teaching. When the students introduced the "fragrance" of osmanthus, they all found that "at least a dozen neighbors were not immersed in the fragrance of osmanthus when it was in full bloom." I am going to grasp the key words, feel the language after reading and help students understand the text materials. I emphasize osmanthus fragrance through the training of "nothing is soaked in osmanthus fragrance" and "everything is soaked in osmanthus fragrance", but I ignore the unique role of the word "soaking". Especially the word "immersion", students can try to replace the word "immersion" with their own accumulated language materials. After their own independent comparison, they can understand the meaning of the word and cultivate their good language habits of scrutinizing words. Some people say that Chinese teaching should be less indoctrinated with knowledge and less rational analysis, and the focus of teaching should be shifted to guiding and helping students "try to figure out, taste, understand and absorb" the language, which is the return of Chinese teaching ontology. I think this is a good point. I must strengthen this teaching in the future to avoid superficial teaching in class.
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 "around" shows the author's anxious mood, while "struggling" and "shouting" show 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 saying the word "pestering", students can recall scenes similar to "pestering" their parents in life. However, when guiding students to experience "flower-shaking music", if students stand up, shake it with their actions and then say, "What is the picture of' osmanthus rain' accompanied by bursts of fragrance?" Give students more time to think and imagine deeply, help students understand the author's mood when he shouts, and add actions to shout again. I believe that students' emotions can be fully mobilized. Of course, this requires energy and enthusiasm, which I just lack.
Finally, I tried to understand the thoughts and feelings expressed in the article more deeply by discussing my mother's mind and reading her words. However, so many questions are set for students one by one, but they never reach the * * * sound between students and the text. Therefore, it was I who explained the profound meaning of this sentence by my mother. In fact, these esoteric questions can be left to the students to discuss in groups, and to experience and think in communication.
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 repeated answers or simple encouragement in questioning materials and answering methods, but to guiding and encouraging evaluation in combination with written materials. When preparing lessons, we should put forward valuable questions around classroom teaching objectives and materials; At the same time, students should be encouraged to actively ask valuable questions to improve the quality of classroom questioning.
I always thought I was an affinity person, but I didn't know it was a bitter gourd face until I watched the video, and I never smiled from beginning to end, because I always thought I was ugly when I smiled, so I should pay more attention to smiling in class in the future. Much calmer in class, but not calm enough. The silence in class can't be effectively reversed, and the class procedure is often forgotten because of nervousness.
"I don't know the true face of Lushan Mountain, but toward which corner of the mountain." I didn't have a clear understanding of self-study before, but now I will find many details and fundamental problems after watching the video, just like a mirror, let me compare myself and strive to improve.
Reflections on the teaching of Chinese "osmanthus rain" 3 I have been teaching this article these two days. Osmanthus fragrans is intoxicating, and the swaying flowers are charming. The deep homesickness in the article is embarrassing. After a trip in American literature, the students' hearts were purified.
In the first class of teaching, I felt a little, that is, words are also alive. Usually, we pay attention to the need to have feelings when reading texts, and reading words is actually the same. For example, teaching this course, "clumsiness" and "smoke curling up" are full of vitality. The smoke from the stove rises around the air and is very light. Guide the students to imagine the picture while doing the action, and read out the feeling of "smoke curling up in the stove" When teaching "clumsiness", first guide students to appreciate the pictures of osmanthus trees, so that students can have a clear understanding of osmanthus trees: it is not graceful, nor enchanting, but simple and ordinary. "Stupid" is not derogatory, not the author's disgust, but with a kind of love. When reading the word aloud, guide the students to read out the author's love for the simple osmanthus tree.
The two verbs "Jian" and "Cuo" appearing in this paper are also worthy of scrutiny. When teaching the word "Jian", after comparing it with the word "Jian", let the students do one or two actions to understand the differences, and then complete the word selection and fill in the blanks: ① My pen fell to the ground and my deskmate helped me (). There are many small leaves in the soybean. Mother removes them. Let the students understand that the word "pick" means "pick". "Picking up" means picking up things. After such training, when students read the word "pick", the scene of "pick" naturally emerges in their minds. What is the action of "pinching"? Let the students act it out, and the problem will be solved: just pinch something fine with your fingers! After such training, students' life accumulation can be condensed into written language.
Teaching Chinese in a down-to-earth manner may start with the teaching of every new word. Let the new words also glow with the unique charm of Chinese!
The fourth reflection on the teaching of Chinese "Fragrant Flower Rain" is a literary and aesthetic essay. 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. "Shake osmanthus" is not only the focus of text materials, 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 "shake osmanthus". I ask students to read aloud through the protagonist first, and then use evaluation to infiltrate the learning method of "paying attention to the characters' language and movements and feeling their complex psychological activities", which is also the training focus of this unit. Then start with what the students understand, make the best use of the situation, and go deeper step by step. Regarding the author's eagerness and joy in "Shake Osmanthus fragrans", I guide students to read the text, start with understanding dialogues and verbs, read with the protagonist, and ask students to tell the reasons for reading like this, so as to experience and feel the author's eagerness and joy in reading.
Next, let the students feel the osmanthus in their hometown. Ask the question first: "Why does my mother say that the osmanthus there is not as fragrant as the osmanthus in my hometown yard?" When Osmanthus fragrans is in full bloom, let alone ten miles of fragrance, at least a dozen neighbors are not immersed in the fragrance of Osmanthus fragrans. "and" ah! Just like rain, what a sweet rain. Sentence 1 Let students feel the sweet-scented osmanthus in their hometown and their mother's feelings of missing their hometown. This step-by-step guidance allows students to be there and express their feelings one after another.
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 bars 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.
After attending this open class, I found that I had many shortcomings. Perhaps, some things can't be corrected overnight, but there is no end to learning.
Reflections on the Teaching of Chinese "Sweet Flower Rain" Chapter 5 "Sweet Flower Rain" is a beautiful essay full of nostalgia, full of the author's faint nostalgia and perfect memories of his hometown. The focus of this lesson is to guide students to experience the fun of shaking flowers, and the difficulty is to realize their mother's nostalgia for their hometown osmanthus.
"Shake Osmanthus fragrans" is not only the focus of text materials, 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". Because it is skimming the text, it is getting better and better step by step. For the author's eagerness to "shake osmanthus" and "shake osmanthus", I guide students to read words, use their imagination and fill out reading cards. The students' imagination is very rich, and they have successfully completed my teaching task, which is very unexpected.
The overall feeling of this class is quite smooth. What I am most satisfied with is the cooperation of the children. There are several knowledge points when preparing lessons, for fear that the children can't answer them and can't find the answer. For example, draw a sentence describing the fragrance of osmanthus in the text. I admire that all the children in our class can find the answers to the questions well.