Reflections on the Teaching of Listening to the Voice of Autumn 1 Yesterday, I learned the text Listening to the Voice of Autumn with my children. This lesson is a modern poem with strong lyrical meaning. The author seized some sounds of nature in autumn and praised autumn in poetic language. Because this semester's comprehensive practical activity class is studying the topic of "approaching autumn", I asked the children to collect information about autumn after class, so it is easy to arouse their deep autumn feelings in class. This is the focus of this class. In studying this lesson, I mainly pay attention to three points:
1, read aloud with emotion.
In class, I ask students to read aloud in various forms. Read by name, ask the students to correct their pronunciation, then read by relay in the group, and then read aloud by boys and girls in the class. Students are immersed in the content described in the poem during reading. Finally, let an excellent student read the text vividly, and the rest of the students imagine the scene described in the poem and communicate with the text, so as to achieve the effect of singing with the author.
2. Stimulate imagination and feel poetry.
The first three sections of this test have the same structure, and the teacher focuses on the first section as an example to guide the imagination method. When the students read "the tree is waving its arms and brushing, which is the sound of yellow leaves saying goodbye", the teacher asked, if you are a tree, how are you going to say goodbye to yellow leaves? The purpose of this question is to make students empathize with the country and experience the poetic realm, so that students can have a direct dialogue with the text and produce emotional singing. When guiding imagination, I guide students to grasp the word "goodbye" so that students will not deviate from the track of imagination. Then I asked the students to imagine independently, and then I talked with my friends about how crickets and balconies, geese and people said goodbye. This not only allows students to train their language, develop their thinking and stimulate their emotions in cooperation.
3. Imagine creation and practice writing small poems.
On the basis of students' perceptual reading and stimulating imagination, it is difficult for third-grade children to guide students to imitate the text and create small poems. Therefore, I had a lot of exchanges with students on the characteristics of autumn. Guide the students to imagine what autumn sounds are and what autumn sounds are like. Imitate the sentence patterns in the text and say that the students' thinking is activated and a small poem blurts out.
Reflection on the Teaching of Listening to the Voice of Autumn Part II Listening to the Voice of Autumn is a beautiful poem. I spent a lot of time thinking about how to make students feel the sound and beauty of autumn in a beautiful situation. I made a beautiful courseware. There are all kinds of beautiful pictures of autumn sounds on the courseware. It is also equipped with a beautiful piano piece "Autumn Whispering". The students raised their hands after being infected, which was particularly positive. For example, students read "The cricket flutters its wings, which is the rhyme to bid farewell to the balcony." At that time, the teacher asked, if you are a cricket, how are you going to say goodbye to Toarey Yang? The purpose of this topic is to make students feel empathy for the country and experience the poetic realm, so that students can have a direct dialogue with the text and produce emotional songs; Then guide the students to read aloud, and the students read aloud with emotion. In the second and third sections, the teacher asked the students to read freely and imagine with friends how crickets and balconies, geese and people say goodbye.
In this way, students can not only train their language, develop their thinking, but also stimulate their emotions in cooperation, and reading guidance will come naturally. On the basis of reading and reciting the full text with music, it is difficult to guide children to imitate the text and create small poems. So, I made a lot of preparations. Let children draw autumn pictures before class to enhance students' perceptual knowledge. Ask the students to imagine what autumn sounds like in the picture, and say it according to the sentence patterns in the text. Some students said, "Listen to the sound of autumn. Autumn rain ticks, ticks, like an autumn girl playing a beautiful voice. " Someone said, "The brook is singing a happy song, as if to say goodbye to the frog. Students' thinking is activated, and students' thinking is like a spark igniting another.
In this kind of excitement of students' thinking, let students add a poem to their paintings, and students will play an amazing creative potential. In this class, I try to make students understand and feel in reading. Make all students actively and effectively participate in the whole process of teaching, experience the fun of Chinese learning, gain beautiful feelings in music learning, and cultivate students' aesthetic taste. Of course, there are still some shortcomings in my teaching, and I will continue to improve in my future teaching.
The third chapter of "Listening to the Voice of Autumn" reflects on teaching. The activity of "learning a lesson together" organized by the school has ended. After speaking and listening, what I feel most is that although all teachers in the same grade are in the same class, listening to the voice of autumn, each teacher's thinking is different, and the more he listens to his own thinking, the clearer he becomes. When you reproduce this situation in your own classroom, you think that if you grasp several links well, the students in this demonstration class will perform more brilliantly.
First of all, when preparing lessons, the link of "preparing students" is not considered enough. Students are only allowed to study by themselves according to the study plan before class, but they just think that oral practice is an arduous task. In addition to giving children a little guidance, the rest of the content does not give children too much guidance, ignoring the fact that children are still young and have not been in contact with writing for a long time. Imitation is a difficult point for them. Although children can follow the footsteps of autumn and collect a lot of autumn sounds, smells and colors, their ideas are very open and their contents are rich, but they can only stay in the expression of words or sentences, but they can't expand their imagination and write beautiful sentences into small poems. If there is a little guidance before class, the link of imitating writing in class will be more exciting.
This is a poem praising autumn, so reading aloud is particularly important. In the class presentation, the children showed great enthusiasm for reading aloud, but the students' voice was low, the reading form was single, and the reading level was average, so this class didn't "light up". The reason lies in the lack of flexibility in our own classroom teaching, which is only carried out according to our own teaching ideas, and students' classroom performance can not be guided in time and properly guided. Although efficient classroom advocates returning the classroom to students, the role of teachers as guides still plays a certain role, and proper guidance and guidance will add icing on the cake for children to understand the text. When students' initial reading level of poetry is average, if we can adjust the teaching ideas and guide students to read poetry in sections and understand poetry deeply, we can not only break the single reading display, but also guide students to read aloud.
At this time, I suddenly realized that understanding the text requires reading, and reading aloud is to understand the performance of poetry. Students' emotional reading is based on understanding the text. Yes, tell children to read quietly, autumn will be closer to us, and children will find some feelings; Give students music, and reading aloud will be interesting. Children's potential is unlimited and needs to be continuously explored in the classroom. Methods are as powerful as strength, and teaching methods are extremely important.
I think the classroom is generated, students' potential is fully exerted in the generated classroom, and they are good at learning. This is an efficient classroom and an effective teacher!
It is also a coincidence to listen to the voice of autumn teaching and reflect on Part 4. After I finished writing the topic, there was just a gust of wind blowing outside the window, "swish!" This pure natural music activated my heart. An interesting and vivid introduction to natural generation.
The students listened to my model book with their eyes closed. This little poem opened their minds, and made some students hear the "snapping" sound of flowers and the "swishing" sound of farmers harvesting rice ... Students' surprises are constantly emerging in the autumn sound ... Children sometimes look for the shadow of autumn outside the window, and sometimes close their eyes to recall their childhood in the seaside and mountains ... It seems that nature is the best teacher, and there are already autumn eyes outside the window, so why should I be pale?
Because this lesson is to infect students with feelings and make them want to express themselves, so when I report words, I guide students to contact the meaning of sentences and then take the opportunity to guide them to read sentences. In the practice of reading, students were asked to imagine while reading, and I made several model readings. Because I am familiar with the text, many students are fascinated when I demonstrate reading aloud, and when I ask them to read aloud again, the students will be more excited, which shows that our teacher's demonstration reading aloud has a great influence on students. In order to inspire students when reading, I ask them to read the text again, exchange experiences and continue to write with them. The students started to write when they saw me, and they were all very enthusiastic. They are all thinking, and the more they write, the more they want to write. Some students said: "Listen to the sound of autumn, the autumn rain ticks, ticks, like an autumn girl playing a beautiful voice." Some said, "Autumn wind blows the leaf brush, like a telegram from Miss Qiu." Others say: "The river is rushing, rushing, like saying goodbye to frogs" … Students' thinking is activated, and students' thinking is like a spark igniting another. In this kind of excitement of students' thinking, let students add a poem to their paintings, and students will play an amazing creative potential. Later, I also read my sequel "Autumn is a poem, autumn is a painting …" to my classmates, who applauded me. At this moment, I was as sweet as drinking honey!
Reflections on the teaching of "Listening to the Voice of Autumn" 5 As soon as autumn arrives, the sunshine turns golden yellow, and the autumn wind also brings us coolness, and the fragrance of sweet-scented osmanthus permeates the streets. In this crisp autumn season, I happen to teach "Listen to the voice of autumn". To this end, in my commute, I am looking for the sound of autumn and thinking repeatedly. This is my first class after I left the Chinese class for nearly half a year. I'm really nervous. After class, the teacher made an in-depth comment on my class, and I also reflected on this class.
First of all, talk about the better part of my class:
1, in the introduction of the new lesson, I designed a game link, which means that my first class with my students will be held in a happy beginning. I designed "Guess who I am?" In the game, I selected the whistling sounds of frogs, cicadas and the north wind, which are the representative sounds of spring, summer and winter respectively, and then asked the students to tell who hasn't met us yet. The students immediately said it was "autumn", and in the call of the students "autumn girl", they presented beautiful pictures of autumn with beautiful music. At this time, the students are immersed in the beautiful scenery of autumn, and from time to time they make the sound of "Wow …". I asked, "Is Miss Qiu beautiful?" Students often shout "beauty". Then I thought, "Miss Qiu not only has beautiful clothes, but also has a nice voice. Have you ever heard of it? " Gradually introduce the study of the text. In the lead-in link, it is naturally connected, creating an autumn atmosphere for students visually and audibly, thus stimulating students' interest in learning.
When I understand the word "exhortation", I start from students' daily life and ask students to talk about what their parents and grandparents often say when they send you to class every morning. Feel the affection of family members for their children's persuasion, and then observe the words. As the name implies, "exhortation" has two mouths. Repeated exhortation is called "exhortation" to deepen students' impression of this word. Let the students play the affectionate geese again and "remind" their good friends. The students will say "Goodbye, you should take good care of yourself and don't catch a cold!" "Goodbye, I will miss you!" That is to say, under the condition that this understanding is relatively smooth, if my evaluation of students is promoted on a ladder, the effect may be better.
Let me talk about what I need to improve in this class:
1, little experience, lack of adaptability to what is produced in class. My lesson plan is like a script, not limited to "directing" and can't be completely based on my preset. As a novice, I seem to be slow and at a loss in the face of the knowledge generated in class. For example, there is an episode in the lead-in session: "There are not only beautiful clothes in autumn ..." Before I finished, the students shouted "There are delicious fruits". In the face of this sudden "answer", I froze. I don't know what to say. At that time, I resolutely chose to continue to talk about mine, ignoring the passion of my classmates. In fact, in retrospect, as the master said, can I make students fall with the wind? What else is there? Returning the initiative to the students will make the class more student-oriented and the transition more natural. I will learn to let go slowly in class.
2. Lack of courage to ask questions. When it comes to "goose's affection", which word attracts your attention most, the students say "row by row". My default is that students will say "exhortation". Faced with this situation, I just said, "Look at the rows of geese, rows of geese, so many!" " I didn't ask the students' answers well before and missed the opportunity to talk to them.
3. Classroom evaluation lacks charm and is relatively simple. When students have good answers, I always pass them by with simple words like "You read well", and sometimes I make the mistake of repeating students' answers. I didn't use my teaching wit well, and the students answered incorrectly, and there was silence, which is what I have been thinking about. Evaluating the lack of language will be my next goal.
4. The arrangement of teaching content is too intense. "Autumn" focuses on several sounds, only the fourth, fifth and sixth sections, without in-depth understanding and lack of understanding of the text. For example, I watched the fifth section after the students practiced imitating autumn sounds. In fact, before I imitate it, let the students say that it is more effective to express the sound of autumn with pictures and sounds. The sixth section can be deeply excavated: the feeling of "hurry" requires students to understand that autumn is the season of harvest, and teacher Qiu's footsteps are fast. She will go to other places to bring them a bumper harvest and feel the beauty of autumn. In this way, the whole teaching is complete enough and the teaching objectives can be truly implemented.
5. The teaching of reading aloud in some sections is too superficial. When saying goodbye to the Yellow Pages, he didn't guide the students to read out his reluctance after understanding the mood when the Yellow Pages left. Can the teacher read extensively at this time? Maybe students will be more emotional when they read again. Instead of saying "read slowly if you can't bear it."
6. There is a lack of connection between the parts of this article. I wanted the students to read your favorite autumn sound, but it also brought a problem. The students started with geese, then autumn wind, then crickets, and finally crickets. After the order was disrupted, the requirements for teachers were also very high. I didn't connect the two paragraphs 1 and 2 after the class finished. Actually, the master ordered it.
After a class, I really found that I still have many shortcomings to make up slowly. As the saying goes, the authorities are fascinated, the onlookers see clearly, and the words of the master have benefited me a lot!