Reflections on the Teaching of China Gardens VI 1
Writing teaching is a big problem in Chinese teaching. Every time students are most worried about writing a composition, they look sad in composition class and have no way to start. Especially for students in Grade Three, composition is only the beginning stage, and it will be difficult to express language or accumulate practice materials. This training opportunity, we get together to discuss the strategy of exercise teaching. I carefully designed this exercise class and reflected on it.
First, video broadens students' thinking.
At the beginning of the class, I showed a high-tech video to broaden students' thinking. This video played an excellent role, and the students couldn't help sending it out after watching it? Wow? At the same time, ask students to watch carefully and tell them what new things in the video they like best. Students also know that the future food is very different from the present food.
Second, the effect of speaking.
When students are asked to talk about the characteristics of what they want to write, many students can use their imagination to say the characteristics and functions of what they have in mind. But some students didn't finish well enough. The reason may be that the concept of the future is still vague.
Third, the model essay guides students to write easily.
In teaching, I specially drew the magic pen and the future house in red ink? Features? ; Blue pen? The convenience that the future pen will bring to our life. ? This allows students to re-understand the methods and paths of exercises.
Fourth, through the revision, the focus of this exercise is re-dialed.
I asked the students to do their homework for about 205 minutes, and none of them could finish it. This class is mainly to let you know about the future? Features? And then what? Is it convenient? Exchange modifications at two points. The purpose is to help students who still have difficulties in the exercise to clarify the key points of this exercise again, and also to let students know how to modify the exercise. Although this course has achieved my preset teaching goal, there are still many regrets. Students don't understand what the future is. I can ask students to make clear the requirements of the exercise, let them read silently first, then call the roll, and then let them make clear the requirements of this exercise, so that students can better understand the requirements of this exercise. I believe that through continuous exploration and communication, our exercise teaching will get better and better.
Reflections on the Teaching of the Sixth Book of China Gardens in Grade Four and Grade Two
China Gardens VI, the seventh volume of primary school Chinese, has arranged five training contents around improving students' comprehensive Chinese literacy, namely? Thanks and comfort? Communication training? Better than family? Sports training? My findings? Training in reading methods, accumulation training in reading Guo Zhuang and idiom story training in reading and understanding Xing Man. When designing the guidance process, I focused on the following points according to the requirements of Chinese curriculum standards, combined with students' age characteristics and knowledge reserves: 1. Integrating resources? My findings? And then what? Idiom story? Joint implementation; Second, pay attention to the autonomy of learning methods and combine students' autonomous learning with effective communication; Third, moderately carry out outward bound training. In exercise training, students should not only write exercises, but also guide them to put them into practice? Write it out? . This design and practice ensure the effectiveness of training objectives. From a practical point of view, the following points are satisfactory:
(1) Let all students participate? Garden? labor. For example. Oral communication? Training and? Sports training? In middle schools, teachers carry out various forms of group learning. Due to proper regulation, students at all levels have been exercised. The full participation of students and the effectiveness of participation are fully reflected in this training.
(2) Let all the students be there? Garden? Labor skills can be formed in schools. Like what? Oral communication? In training, not just training students? Say it well? And ask students to develop? Listen carefully? The habit of. Are you online? My findings? In training, guide students to understand and master? Xiao Lin and? Xiaodong? After the new reading method, it also inspires students to review some of their usual reading methods, helps students summarize and promotes the formation of reading skills.
(3) Guidance embodies orderliness and development. Like what? Oral communication? When training, according to the age characteristics and knowledge level of the students, in order to understand? Thanks? And then what? Comfortable? As a breakthrough point, it is helpful for students to express themselves around the center. Besides, it also guides students moderately? Garden? Outside. Wait till you get back? Thanks? And then what? Comfortable? Tell the story to your parents. After the exercise, organize your own works and send them to the media.
(4) Pay attention to integration and reflect comprehensiveness. Like training? My findings? In order to consolidate the experience that has been formed in the future, guide students to practice reading? Idiom story? .
Introduction to the textbook China Gardens VI, the second volume of Grade Four.
Oral communication? Do composition exercises
This time? Oral communication? Homework? Is it the topic of this set of textbooks? Go into the countryside and love the countryside? As an organic part of the content, it is also a continuation of comprehensive learning, and it is a comprehensive display and exchange of training results such as observing rural scenery, understanding crop growth, investigating life changes, feeling rural beauty, experiencing rural life and collecting information. It is also a transfer of the knowledge and ability gained by students learning this set of texts, and at the same time, it improves students' oral and written expression ability.
In teaching, students can first sort out the results of their comprehensive study and prepare for communication. Then, in groups, talk and evaluate each other and inspire each other. Teachers should participate in group communication to understand the different ways of students going deep into the countryside, feeling life and expressing their feelings. Then choose a representative report, exchange it in the class, and the teacher and students will comment together. Finally, on the basis of communication, guide students to write down what they want to write. What you write can be your own experience, what you hear, see and think, what you see, feel or experience, which can remind students to consciously use the beautiful words accumulated in this unit.
After the exercise is completed, teachers should organize students to communicate, and teachers and students should appreciate and evaluate it together, and then modify and improve it.
This time? Oral communication? Homework? You can also work together? China Garden? The last section? Show? Combine them. For example, in oral communication class, you can record your own stories, show your collected pictures with explanations, post your exercises in the garden behind the classroom, and show interesting toys, utensils, homemade tools and toys collected in the countryside with instructions on the production process to communicate with you. This kind of exhibition will bring you a refreshing feeling.
My discovery
This time? My findings? The purpose is to guide students to discover the characteristics of sentences and realize the role of personification rhetoric in describing the characteristics of animals and plants. In teaching, students can read these three sentences first to understand the meaning of the sentences, and then talk about their own findings and feelings to understand the expression of the sentences. You can also take the form of changing words, changing some written words instead of braille, such as? Dancing? Replace with? Swing? Let's make a comparison and feel the vivid effect brought by personification. Secondly, lead the students to think: Can you still find such a sentence in this group of texts? Have you ever read such a sentence when you are reading extracurricular books? On the basis of students' full exchange of their findings, teachers and students have the same conclusion: the words added in sentences are usually about people, which are the actions and behaviors that people have. Here, writing about animals and plants can not only pin people's feelings on things, but also make scenery or things vivid and make readers feel kind and interesting. Teachers don't need to explain the rhetorical knowledge of personification.
accumulate over a long period of time
In line with the theme of this group, six poems describing the countryside are selected from the poems handed down from ancient times to the present, aiming to let students further feel the beauty of rural life, cultivate students' aesthetic taste and accumulate interest in classical poems.