First, be good at capturing details and understanding words with your heart.
The plain and true love between parents is integrated into every detail of life. In teaching, I guide students to read the touching stories in the text attentively, find out the particularly touching details and write down comments. Students can understand the meaning and function of words, know the meaning of details to an article, and really feel it through independent study of the text, mutual exchange and discussion among students, and the guidance of teachers? Love is like jasmine? .
However, in the process of guidance, the grasp of problems and situations is not in place and ingenious, and the integration of problems and situations cannot be achieved well. The warm atmosphere that was finally created was almost destroyed by problems and difficulties. Therefore, in the future situational teaching, we should better integrate situations and problems.
Second, guide the study of law in time.
In the process of text perception, it is very important to guide students' learning methods in time. In classroom teaching, I make comments, punctuation and reading comprehension, so that students can feel the weight of language step by step. Love is like jasmine? The real significance of learning Chinese step by step. But the lesson I learned is that we should arrange the guidance of learning methods skillfully like similar lyric texts, and don't let too much guidance dilute the flowers.
Let the Chinese classroom be full of flowers, which is what our Chinese teacher has been pursuing!
Reflections on the Teaching of Love as Jasmine II Although there are speeches that need to be prepared quickly, I was deeply attracted by A Yuan's new post "Lessons as Jasmine Classroom Records and Comments" when I turned on the computer. After reading it in one breath, I felt that Xue Fagen's class was wonderful, and Yuan's comments were great. The biggest feature of teaching evaluation is that it is not artificial.
First, for implementation? Class standards? With the drawbacks of flashiness, the majority of front-line teachers and primary school Chinese teaching experts all advocate that Chinese classes should highlight one thing. Real? Words. Professor Ye Lan suggested? Wu? Solid, substantial, rich, simple and true, which was put forward by teacher Cui Luan? Shisan? Real, simple, solid, and say:? We appreciate and advocate. Simply teach Chinese, divide students into volumes, and seek development in a down-to-earth manner? Return to normal Chinese teaching. ? Teacher Xue Fagen's class embodies the above requirements, and Teacher A Yuan's comments make us have a deeper understanding of Teacher Xue's teaching design intention, and make clear the simple and solid characteristics of this class.
Secondly, Mr. Jasmine Zhang, editor-in-chief of Chinese textbooks published by Jiangsu Education Publishing House, recently pointed out that there is a problem in Chinese classes that formalism overwhelms Chinese noumenon, as Li Hailin said? Chinese class has a lot of flavor, but it doesn't taste like China? , is it ready? Chinese class without Chinese? .
Teacher Xue Fagen's class firmly grasps the main idea of the text, and closely combines the influence of emotion with the understanding and application of language, which embodies? Class standards? The harmony and unity of the instrumentality of demand and human nature. A Yuan's comments are the most appreciated and emphasized in this kind of Chinese class. In his comments, A Yuan strongly recommended to us the highlights of Teacher Xue's teaching, and repeatedly expounded his understanding:
? The design intention of this part is, on the one hand, to let students read the key words in the text, on the other hand, to train students to speak, so that they can learn to use words while understanding the meaning. These two purposes are implied in the specific requirements, and the design has no trace, and it has already had a strong Chinese flavor from the beginning. ?
? Chinese teachers should lead students to feel the language of the text, and can guide students to taste the language at a deeper level, and cultivate students' unique ability to feel the language in constant attempts. ?
? Even a small place in Chinese class should be full of Chinese flavor. ?
? Teacher Xue is in no hurry. The whole class is like a trickle, like a beautiful poem. It is not magnificent, but it is equally moving. Not a word, not a place is divorced from the birth of Chinese, and there is a strong Chinese flavor in the classroom. ?
? This kind of teaching makes people feel that this is a Chinese class full of cultural flavor. ?
? This kind of class is the real Chinese class, which brings us endless thinking and inspiration. ?
Third, A Yuan also put forward insightful views at the end of his comments? Should Chinese class emphasize the basic interpretation of the text? . A yuan said:? Who decides the passion, clarity and myriad flavors of Chinese class? Is it a teacher's specialty? Is it a student characteristic? Or the emotion contained in the text itself? The keynote of Chinese class should be based on the basic emotions expressed in the text, which is not the emotion that teachers over-interpret, nor the emotion that students over-copy. Excessive germination and interpretation have made Chinese studies lose its true colors, so that people are so excited that they don't know what they are doing. Over-interpretation of the text is the fundamental reason why Chinese class has not become a Chinese class. Chinese class should emphasize the basic interpretation of the text. ? These words hit the nail on the head and elaborated brilliantly.
I don't know if my opinion conforms to Yuan's original intention.
Reflections on the teaching of Jasmine Blossom II. Love Like Jasmine describes the little thing that my mother was ill in hospital and my father went to the hospital to take care of her in fresh and simple language, in which the author focuses on describing and rendering the scene of my father and mother sleeping hand in hand, showing us a warm and beautiful picture. It tells us that true love is seamless and everything is so natural and beautiful; Love is silent, and any confession is so pale and powerless.
For the design of this course, I caught one? Love? Words, let students understand the true feelings hidden between the lines in words and sentences, and realize the deepest and beloved feelings of the characters when looking for details in the text, so as to understand? Love is like jasmine? Meaning of.
First of all, analyze the words and sentences and experience the real feelings.
Teacher Jasmine Zhang, editor-in-chief of the Chinese textbook published by Jiangsu Education Publishing House, recently wrote an article pointing out that there is a problem in the Chinese class that Li Hailin said that formalism overwhelms the Chinese ontology? Chinese class has a lot of flavor, but it doesn't taste like China? , is it ready? Chinese class without Chinese? . When I was teaching, I firmly grasped the main idea of the text and closely combined the influence of emotion with the understanding and application of language, which reflected? Class standards? Harmonious unity of instrumentality and humanism. For example, guide students to understand? Crawl forward and hold on tight? The meaning of words such as, so as to understand the father's meticulous care for his mother; By understanding? Until numb? The meaning of words, so as to realize the tacit understanding of parents' empathy.
Second, enjoy the reading experience and taste the truth.
The new curriculum standard advocates paying attention to reading aloud in Chinese teaching, promoting speaking by reading and understanding by reading. In the teaching of this class, I seize several sentences with detailed descriptions found by students independently and let them read them by themselves, at the same table, in groups and together. To independently experience the deep feelings flowing between the lines and taste the true feelings between parents and daughters.
Third, expand after class and taste love.
True feelings are like jasmine, and there are true feelings everywhere in the world. In order to make students understand this simple but profound truth more deeply, I designed four outward bound exercises.
1. What about studying? Love? Article, talk about the feeling after reading.
2. Tell me about what happened around you? Love? Little things.
3. Recite a song? Love? A little poem.
4. write an article? Love? Articles. The title of the book is "Love as"
On the basis of reading, speaking and reciting, students have more and more profound feelings about plain love. After class, many students told stories about love around them or happened to them, and really realized what selfless love is and what true love is without trace or sound. So an article "Love as" came naturally.
In this class, it's a pity that I still can't boldly let go of my hands to give students a space to experience and feel the truth slowly. In some links, I gave my design to the students in a tough way, instead of following them all the time. This point should be paid attention to and corrected in future teaching.