Reflections on the teaching of ancient poetry reading: During my second primary school, I had the honor to participate in the teaching observation and discussion activities on reading short articles organized by the second primary school. We listened to six wonderful lessons about group reading brought by six teachers, including XX, and the wonderful lecture "Walking on the Road of Group Reading" brought by XX. Let me have a new understanding of "group reading" and like it more and more. In fact, group reading and textbook teaching have their own advantages. Speaking and reading teaching is like skimming flowers. It is not urgent or impetuous. One lesson at a time, it is both proud and eloquent, and it is very solid. Reading in groups is like watching flowers at a racetrack, which is very fast. You can extract and distinguish information from several comparisons to improve your thinking, discrimination and appreciation. Although "group reading" is not as accurate as a text teaching, it can help children master reading aloud, word and sentence exercises, article ideas, etc., but children can come into contact with many beautiful texts in a short time through "group reading", and these texts have the same theme, expression or emotion, so that children can find, explore and summarize among many texts and gain their own understanding. Both have their own advantages. We should walk on two legs and improve our reading teaching, including structured reading. In order to get on the express train of extracurricular reading with children and feel the more colorful world hand in hand. I also try group reading teaching.
The learning objectives of this lesson
1, learn to read extracurricular textbooks independently, learn reading methods, develop good reading habits and improve reading ability.
2. Learn to read silently initially, help students improve their reading speed, and let them adapt to Chinese reading in middle schools as soon as possible.
3. By learning three stories: a girl with good temper and bad temper, a city mouse and a country mouse, a proud peacock and a modest companion, let students know how to distinguish good from bad, right from wrong, and be a good-tempered girl.
According to the learning objectives of this lesson, I designed four links:
First, stimulate students' interest, divert attention, and put small games into classroom learning before class.
Second, through "supporting" and then "releasing" three stories, let students listen to the first story, draw out the positive and negative characters in the story, reveal the topic of "positive and negative characters in the story", and then let students browse the story, draw important words and fill in the form with the positive and negative characters in the story as the main line. Let the students communicate again and act it out. Through reading, speaking and doing, teachers can learn more about the pros and cons of the story in the process of "helping". Finally, let the children find out the positive and negative characters in the third story and tell their characteristics.
Third, learn to make up stories and have fun.
Fourth, summarize the problems and recommend reading books after class. Extending to extracurricular activities provides a broader space for students' reading.
Generally speaking, the teaching links of this course are very clear. In the whole teaching process, students' interest has been fully mobilized from the overall atmosphere of the classroom. The game of guessing animals before class is simple and curious, which allows students of different levels to participate in the class and lays a good foundation for the introduction in the class. Children also like this kind of reading teaching activity, and their thinking is very active. But there are also many shortcomings. First of all, I am too eager for students to say that they have not been given enough time to think. Sometimes the teacher begins to guide before the students reflect. In addition, the requirements for students' performances are not clear. Without guidance, children are eager to perform on stage, which makes them perform poorly and fails to achieve the expected purpose.