Reflections on the Teaching of China Gardens IV, the second volume of Grade Four 1 China Gardens is a comprehensive learning platform for students. Comprehensive learning is mainly reflected in the comprehensive application of Chinese knowledge, the all-round development of listening, speaking, reading and writing ability, the communication between Chinese courses and other courses, and the close combination of book learning and practical activities. In "Chinese Garden IV", the first volume of the fourth grade of People's Education Press, Mr. Zheng developed school-based curriculum completely from the perspective of students according to the requirements of Curriculum Standards, and encouraged students to carry out various Chinese practice activities in combination with the learning ability and acceptance ability of local students, which reflected the renewal of curriculum concept.
Teacher Zheng taught three contents in this unit, namely: my discovery, accumulation and interesting Chinese. Her teaching design broke the order of textbook arrangement, but started teaching step by step from "accumulation (interesting words)-my discovery (interesting sentences)-interesting language (interesting articles)" according to her own design. The whole process revolved around "fun" and tried to stimulate students' interest in learning with emotion and environment.
First, interesting words-accumulate over time.
This time, I have accumulated idioms about animals. Nine kinds of animals, such as dragon, phoenix, tiger, cat, horse, cow, bird, chicken and mouse, appear in 16 idiom. Let the students talk about the characteristics of these idioms, make them realize that these idioms all contain animal names, and increase their interest in learning. The teacher designed a game form and passed three levels. The first level is: I can read. In teaching, teachers use various methods to make students read idioms, such as individual reading, group reading, competition reading and training reading. The teacher reminds the students to read the correct pronunciation, such as "walking" to read xíng and "shifting the tiger in the mountain" to read diào o. Level 2: I can recite. Many children can't recite this level. It is suggested that teachers can divide the idiom 16 into four groups so that students can recite it purposefully and selectively. Then let the students recite in the specified time, and compete which group recites the most. Level 3: I can use it. According to the actual situation of the students in this class, students can talk about which idioms they know and try to use them to help them consolidate in application. After memorizing idioms, students can continue to communicate with other idioms with animal names, so as to enrich vocabulary accumulation and stimulate their interest in actively accumulating idioms.
Second, interesting sentences-my discovery
The purpose of this activity is to guide students to discover the characteristics of sentences, read sentences, understand the meaning of sentences and learn the expression of derogatory terms. When teaching, the teacher first leads out the teaching content by combining a little thing in daily life, attracting students' attention and reflecting the interest of stimulating students' learning. Then the teacher leads out the contents of the textbook and asks the students to read these three sentences, talk about what Xiaolin and Xiaodong found and thought from them, and then understand the expression of the sentences; When students' thinking is not mobilized, it is suggested that students look for such sentences in this group of texts to see if they have found such sentences; Then lead the students to think: have you read such a sentence in extracurricular books? Or let the students think about it, who has said this feature in life? Students can communicate freely in the group, and on the basis of students' full exchange of their own findings, the representatives of each group will talk about it. Then the teacher and students will sum up together: this expression not only makes the sentence full of sense of humor, but also appropriately expresses the love for things, which is more intimate. This interesting expression can also be used to inspire students to work in the future.
Third, interesting articles-interesting language
This article is about Su Dongpo's accidental visit to a temple. The abbot of the temple took three different attitudes towards him. Later, Su Dongpo responded to the abbot with a couplet, which made him laugh and cry.
In teaching, first, let students read the short passage independently and get familiar with it; Then talk about the interesting parts of the story in combination with related words. Teachers can allow students to have their own feelings. Some students may find the abbot's behavior very interesting. His snobbish face is so vivid that people can't help laughing. Some students thought Su Dongpo's couplets were very interesting, so they used the abbot's words. They not only wrote couplets at the abbot's request, but also quietly satirized him. Some students think that the abbot's later expression is very funny, and he makes himself embarrassed ... As long as the students make sense, they will realize the beauty of the article. Through short stories, it is suggested that teachers can inspire students to combine their own life experiences, whether they have met, heard or seen people and things that judge people by their appearances and are too snobbish, and link them with various social phenomena, so that they can learn to think, think, feel and experience with interest. This is the charm of interesting language.
In the expansion, some teachers brought students a short and interesting story-"changing couplets skillfully", which stimulated students' interest in learning Chinese, doubled students' interest in learning Chinese, and helped students improve their Chinese literacy in an all-round way in autonomous learning.
"Interesting Chinese" pays attention to the accumulation, perception and application of language and the development of students' creative potential, which can promote the sustainable development of students and keep them in an atmosphere of being eager to learn and happy to learn.
Reflections on the teaching of China Gardens IV, the second volume of Grade Four. 2 "Writing period" is the initial stage of students' composition. How to deal with the contradiction between stimulating students' writing interest and cultivating students' writing habits? I take the teaching fragment (the first writing exercise) of the first volume of the experimental textbook "Chinese Garden IV" for the second grade published by People's Education Press as an example, and sort out my thinking on writing teaching in the lower grades through the following three points.
First, the interest in writing stems from classroom interest.
Students who have been studying for more than a year and have just started their diaries have almost no concept of sentences or paragraphs. They can't tell the section, and their understanding of question marks and exclamation points is also very vague. However, punctuation is an abstract symbol, which is difficult for students to master and use. This requires teachers to remind them from time to time until students can use punctuation correctly. Therefore, this textbook also arranges two groups of punctuation exercises. This lesson is the first time that punctuation exercises have appeared. How to make students learn punctuation with interest, so as to better read the text and establish self-confidence in writing?
When I introduce teaching, I attach great importance to children's interests, let punctuation become children's friends, and let children help punctuation find their own space. Commas and periods are the places that students don't understand most when filling in the blanks. I will treat commas separately and create a situation of "comma crying", so that students can pay special attention to the difference between commas and other punctuation marks. This treatment makes it easier for students to understand the characteristics of commas. Through this interesting game of finding a house with punctuation dolls, students can deeply perceive the position and function of punctuation marks and leave a deep impression. Just like literacy teaching, punctuation is endless, and the first impression needs to be handled with great color. More importantly, students have fun learning in the happy house-hunting game. Through this introduction, I believe that children will laugh when they see punctuation in the future. Let students know punctuation through fairy tales or life situations, and even understand paragraphs in this way. By using writing skills and building writing confidence, students will have a good start.
Second, writing ci is really divorced from life practice.
Curriculum standards advocate that junior writing should have real feelings and attitudes, that is, "I write my heart by hand". But students are afraid of writing, because looking at pictures requires writing and they don't know where to start. Without a natural and subjective beginning, it is impossible to write "I sincerely".
Considering that students have started to keep diaries at the beginning of this semester and are used to keeping diaries, I created a situation of "Let's go to the zoo to play", so that students can boldly imagine themselves playing in the zoo on the basis of careful observation. I also found several other pictures to help students imagine and recall. Facts have proved that it is feasible to avoid the "no way to start" obstacle in this way. Sure enough, the students combined life, expanded their imagination, combined with the pictures they saw in class, and integrated them into their "diaries". Many students' "diaries" are true. Some students write down their previous experiences of going to the zoo and add the monkeys they saw to the pictures and courseware.
I think the method of writing exercises in the diary has the following advantages:
(1) Let students not have the concept of "think hard when writing", but keep a diary as easily as usual.
(2) Diary is a part of life. Writing in the form of a diary is a creative imagination that comes from life and is higher than life. Students not only add their own imagination in writing, but also develop their oral English and observation ability in diary practice.
(3) After gaining a sense of accomplishment in writing, students can keep a diary more attentively.
(4) Let students get along with each other between writing and life, and let writing gradually integrate into life.
Third, ability training comes from practice.
Chinese should be developed in practice. Students' writing ability will be improved by constantly comparing and improving their writing skills in complete exercises. The first exercise in this paper focuses on comparing punctuation marks; The second exercise focuses on speaking and writing. If you only show the practice of punctuation, then maybe you know how to fill in punctuation in class, but you still don't have the consciousness of using it correctly when you go home to write a diary. If punctuation practice and writing practice are separated like Chinese Garden, students' feelings about punctuation will be divorced from the article and untrue. To this end, when I design, I combine the two closely, practice punctuation before speaking, remind me to use punctuation before writing, and ask to check punctuation after writing. In this way, students can better understand and use punctuation in writing immediately, and pay more attention to punctuation in their daily diaries. Thus, the internal relations between the various parts of China gardens can be deeply explored.
In any case, the improvement of writing level needs to be realized in writing, and skill guidance and habit formation should be integrated into diary teaching.
Reflections on the teaching of China Gardens IV, the second volume of Grade Four. This lesson is oral communication in China gardens, which has three remarkable characteristics:
First, with the story of "riding a donkey" as the introduction, start the topic and let the students have something to say. The whole class begins with the story, and students are organized to tell the different views of different characters in the story-their own views-the results of group communication-the arguments between different views-the dialogue with the grandfather in the story-to put forward their own confusion and give advice to each other. Each link has a clear topic, interlocking, step by step, according to the students' thinking, so that students have something to say.
Secondly, when the topic is put forward and unfolded, the actual communication situation is created many times so that students can have something to say. Vivid audio-visual stories aroused students' strong interest. The design of each link allows students to unconsciously enter the situation of the story and become a role in the story, so that they will not feel uncomfortable. Teachers themselves play one of the roles, interact with students equally and stimulate students' desire for communication.
Thirdly, in the interaction between teachers and students in the communication process, we should organize skillfully and guide flexibly, so that students can have something to say. Teachers use methods such as demonstration, inspiration, supplement and suggestion to help students who have difficulties in expressing themselves learn to express themselves, and use methods such as appreciation and encouragement to let students who have ideas dare to express themselves. By organizing students' self-evaluation, we can standardize and guide students who speak, do, listen and watch. Teachers' clever use of these teaching methods effectively urges students to improve their communicative competence, form good communicative habits and learn to communicate in communication.
First, what should be trained in oral communication class? The primary task of oral communication class is to train students' language expression ability. In this class, the teacher just set up a single communication situation, that is, "riding a donkey", which has been discussed. From the beginning of class to the end of class, has the students' language expression ability improved? No, there is no difference between what the students expressed before and what they expressed at last. Many students are repeating their own and others' views. There are two reasons why students' language expression ability has not improved. First, the situation is too simple to change students' thinking. Language is the material shell of thinking. If there is no change in thinking, there will be no change in emotion, so language expression will not change accordingly. For students, there is no difficulty and gradient in thinking, and they have been engaged in discussing a problem. Furthermore, teachers lack necessary guidance for students' expression. Everyone knows that teachers should be the guides and guides of learning, but as far as this class is concerned, students' oral expression level is not improved under the guidance of teachers, but accumulated by students after several years of study. Students' expression mode, tone and accuracy are not guided by their own evaluation.
Second, what is the purpose of oral communication class? Oral English is the language of daily life. In order to live a better and more practical life, improving oral expression ability is to live a better life. In this class, the teacher spent 40 minutes solving a problem that all the students could not meet. What's the point? Since it serves life, teachers should shift the focus of teaching from books to real life in time. The topic is "Who should I listen to", so is there a dilemma in life? The teacher also designed a similar link in the teaching process, but the students said that learning "Taekwondo" was not a dilemma, and it was more convenient to solve it. Teachers can solve the problem of "riding a donkey" in half the time, and then create another situation to lead the problem to students' real life, which can not only connect with students' real life and experience, but also create a good thinking situation, so that students can make a leap in thinking, which will lead to thinking contradictions and students will express themselves in new languages. Then students need to rethink and create, so as to reorganize the language and achieve the purpose of training. Then the ultimate goal of learning is to solve students' life problems. Chinese is life, which closely links Chinese study and life.