"I love you, Chinese characters" 1 Reflection on Chinese Teaching In the fifth grade Chinese textbook, comprehensive learning is presented as a whole unit for the first time.
To tell the truth, I am a little confused about how to teach Chinese well in this comprehensive study of large classes. The theme of this activity class is "I love you, Chinese characters". In order to fully stimulate students' interest and enthusiasm in learning, I divide the activities into three stages. The first stage is to "stimulate interest and make plans"; The second stage is "comprehensive practice and activity". In order to prevent the blindness and randomness of activities, according to the students' own wishes, I divided the whole class into "Chinese character evolution investigation group", "typo warning group", "social Chinese character investigation group" and "calligraphy appreciation group". In view of the characteristics of developed network information and students' love to chat online, I also set up a "network buzzword group", which received enthusiastic response from students, with full interest and high participation; The third stage is "achievement display and interactive communication". In the activities, some students are very enthusiastic about participating. Before class, students make full use of streets, libraries and the Internet to find information. In class, students actively participate in group discussions, enjoy information through group communication and express their opinions boldly. For example, Pei, a student of the Social Chinese Character Investigation Team, found that the word "rice" on the restaurant signboard on the road was wrongly written, and the word "rice" was simplified at will, and the parking lot downstairs was also simplified at will. Cheng Weikang found the name of a clothing store on Supu Road great, and he skillfully used idioms to attract customers.
The students in the "online buzzwords group" collected some online buzzwords such as "5252 (I'm hungry), 740 (I'm so angry), girls (beautiful women) and frogs (handsome men). The students laughed at this. This activity broadens the ways for students to learn Chinese, and to a certain extent, cultivates students' ability to collect information and cooperate with each other. However, there are still some problems in the activities that need further reflection and improvement: it takes a lot of time for students to form groups, collect data, design activities, and then reflect and summarize, and it needs proper regulation and guidance from teachers. Moreover, this kind of activity class is bound to take up a lot of students' time and energy, so how to use and allocate time reasonably is a problem worth discussing. There are many factors, such as large class size, great individual differences among students and limited realistic conditions, which lead to our teachers' failure to fully mobilize the initiative and enthusiasm of every student.
Reflections on Chinese Teaching of I Love You, Chinese Characters (Ⅱ) I Love You, Chinese Characters in China is the representative work of Liu Zhanqiu. This paper takes "the charm of Chinese characters" as the theme, expressing the love, cherish and praise of Chinese characters. Praise it as an elf with unique personality, praise it for bringing poetic spirituality to those who use it, praise it for maintaining the existence of a unified country, and praise it for rejuvenating in scientific development.
The full text is beautiful in language and rich in rhetorical devices, which makes people like China Chinese characters at first reading.
In teaching, I combine the knowledge in the six books of Chinese characters and show the artistic beauty of Chinese character structure to students with the concise ancient Chinese character Oracle Bone Inscriptions. For example, "Sun and Moon" are pictographs, "Frost and Rain" are pictographs, "Lin, Sen, Hugh and Gong" are intentional characters, and "Up and Down, Blade" refers to things. Students are unfamiliar with it, and their interest is very strong. Then they read aloud in combination with the text, and realized the students' amazement at the creativity of Chinese characters. The creativity of Chinese characters comes from life and is higher than life, so that they can feel the wonder of Chinese characters from the heart, read harder, and actively extend their understanding and feelings about other Chinese characters after class.
Later, several calligraphy works appeared in the camera. The solemnity of regular script, the fluency of running script and cursive script in calligraphy works left a deep impression on the students. The camera lets the students read aloud and evaluate each other emotionally. Students not only understand the characteristics of Chinese characters, but also learn the language, which really kills two birds with one stone.
After a class, the students became very interested in China's calligraphy, so they set up their own calligraphy group and bought copybooks to practice calligraphy. It seems that as long as a class can stimulate students' interest, students can not only benefit in class, but also continue after class, so that students can benefit for life.
Reflection on the third part of Chinese teaching of "I love you, Chinese characters" Reflecting on the whole teaching process, I personally think that the success has the following three aspects:
First, the teaching process is active.
In teaching, we should grasp the characteristics of children's activities, combine activities with learning, and make activities a learning process. By organizing students' favorite activities, students can fully experience the magic and fun of Chinese characters and enhance their feelings for Chinese characters. In the activity, students are encouraged to use their hands and brains to acquire knowledge and solve problems, instead of reading the conclusions already in books; In the activity, every student experiences and experiences, not just listening to the explanations of teachers and classmates. In such activities, students need to learn and use Chinese knowledge comprehensively, and their listening, speaking, reading and writing abilities can also be developed as a whole. For students who are used to listening to lectures, answering questions and doing exercises in class for a long time, active comprehensive learning is undoubtedly exciting and challenging for teachers.
Second, the process of inquiry is autonomous.
In comprehensive learning, teachers must pay attention to the change of their roles-we are no longer the imparting of knowledge and the spokesman of truth, but the organizer and promoter of student activities, and we are staff officers, consultants and consultants. Teachers can make suggestions, but they don't stipulate what students must do and how to do it. They use information guidance instead of instructions to restrain students. Although the textbook stipulates the tasks and activities, students must take the initiative to complete the tasks. The specific activities are largely decided by the students themselves. The development of activities and the form in which the learning results are presented are all decided by the students in the group. Let students get exercise in activities.
Third, the learning process is inquiry.
The setting of comprehensive learning creates good conditions for inquiry learning. The learning content of this group is not taught as systematic knowledge. So that students can study and explore in a more relaxed environment. Teachers should also consciously guide students to explore and master methods and laws.
Reflections on Chinese Teaching in I Love You, Chinese Characters Part IV An educator once said: Give a student a big stage and he can jump out of many beautiful dances. In order to build this platform, I have mainly done the following work in teaching:
First, student-oriented.
Students are not only familiar with China Chinese characters, but also like them very much. The focus of this lesson is the second paragraph. I mainly have a student-centered class: students read since the enlightenment by themselves-exchange discussions-teachers play courseware and give appropriate guidance. In this way, students' answers are often wonderful, and they can take care of a larger area, and more people participate in learning and communication, and have a deeper understanding of the love of Chinese characters.
Second, trust students.
If students can feel happy and satisfied in the process of learning, they will actively devote themselves to learning. Therefore, in class, I try to create a relaxed, democratic and equal teaching atmosphere so that children can express themselves freely. This not only saves my class time, improves teaching efficiency, but also cultivates students' language expression ability and exercises their courage. This is the promotion of teaching and being taught, and it is a win-win classroom.
Third, reading orientation.
In classroom teaching, I try to follow the students' cognitive rules, fully realize the teaching objectives and attach importance to the integration of three-dimensional objectives. From simplicity to depth, from whole to part, from vagueness to clarity. For example, in reading teaching, I put reading first, and let students read the text correctly-fluently-with emotion. And make students master the content of the text in reading, and feel people's happiness, joy and pride in reading, thus enhancing national pride and pride. And read in various forms, such as individual reading, group reading, cooperative reading, reading with pleasure, changing poems and so on. Through various forms of reading, we can improve our understanding of articles and enhance our understanding of emotions.
"Chinese is everywhere in life", I strive to realize the teaching concept of "big Chinese", and pay attention to the accumulation in class and the extension after class. So in teaching, I guide students to learn the text, feel the language, and at the same time attract students' eyes to extracurricular activities. Let them know the evolution and development of Chinese characters. Further broaden students' knowledge of Chinese, improve students' ability to learn Chinese and improve students' Chinese literacy.
Reflections on Chinese Teaching of I Love You, Chinese Characters Part V I Love You, Chinese Characters in China shows the unique charm of Chinese characters from four aspects, expresses the incomparable love and praise for Chinese characters in China, and also expresses the author's love for traditional culture in China. The language of the article is beautiful and the author is full of affection. Poetic words are used to show the charm of Chinese characters in China, so that you can never get tired of reading them. When you read, you are also infected by the author's emotion and deeply attracted and intoxicated by the charm of China Chinese characters. How to make students feel this way? I remind myself how to keep my emotions from flying and turn Chinese class into an ideological and moral class. Many times, I focus on the humanistic goals of emotion, attitude and values, weakening and diluting, and I lose sight of the instrumental goals, that is, knowledge and ability. If you don't grasp this text well, you will easily make old mistakes. After thinking, try to do the following:
1, give enough time to train the ability of generalization and induction with the natural section as the point.
2-5 natural paragraphs show the unique charm of Chinese characters from four aspects. Each natural paragraph represents a part of the content. When teaching, give students 3-5 minutes to read these four natural paragraphs silently and summarize what each natural paragraph mainly says. Encourage students to calm down, walk into the text, read the text carefully, and boldly exchange their ideas with classmates and teachers. Students' abilities vary greatly: some can quickly grasp the key point of a natural paragraph, while others are at a loss. On the basis of combing and summarizing, students grasp the overall framework of the article as a whole.
2. Grasp the key words, learn the writing method of the article, and experience the feelings expressed.
Grasping the characteristics of time is an important evaluation standard of teachers' teaching ability and level. The focus of high-level teaching should be writing methods and feelings. The author delights readers everywhere with poetic language. The use of rhetorical devices such as metaphor, personification and parallelism; The interweaving of explanation, lyricism and description; Love and praise for Chinese characters are beyond words ... In teaching, we should grasp the first natural paragraph "like ... children", "like ... flowers", "I miss it so much" and "I can't bear to part with it", grasp the two sentences prompted by after-class thinking questions, grasp the word "true" used many times, taste it with emotion and read it aloud.
3, collect information, beautify the language, with passion.
What are Chinese characters? Chinese characters are the fossils of national culture, the carrier of history and the crystallization of predecessors' wisdom. In our square characters, there is a wealth of aesthetics and poetry, and there is a profound cultural heritage. In teaching, I try to make my language close to the author's beautiful language and try to narrow the gap with the text language. Unfortunately, in front of the author's words full of spirituality and passion, I feel that my language is so gloomy and lacking. Love is from the heart! Because the author's heart is full of heartfelt love and praise for China's Chinese characters. What is precious is that I am the same as the author. In teaching, I showed the writing of "home" and "country" on the spot, and showed the expression of calligraphers writing Chinese characters. The students are surprised at the endless changes in the birth of Chinese characters. Explain the vivid image of Chinese characters with the image of "Jiong"; The word "benevolence" is used to interpret the rich connotation of Chinese characters ... The supplement of materials enriches the content of the text, helps to understand key sentences and difficult sentences, and is also influenced by emotions.
Looking back at the teaching of this course, we can save many links and better grasp the degree of stretching. A class is limited, and the effectiveness of the class is always the benchmark, guiding us to sail the teaching boat to the other side of effectiveness.
In the six textbooks "I love you, Chinese characters", comprehensive learning is presented as a whole unit for the first time. To tell the truth, Chinese comprehensive learning is a new way and a comprehensive practical activity under the premise of Chinese. I'm a little confused about this comprehensive study which is different from text teaching.
In order to challenge myself, this semester I chose "I love your Chinese characters", a comprehensive course of Chinese learning content, as a teaching and research activity class, hoping to improve myself in the serious thinking of all teachers. This course is difficult to preview. It can be said that from the beginning of the semester, I began to study the requirements of the new curriculum standard of Chinese comprehensive practical activities, and then repeatedly studied the teaching materials. Teaching links keep appearing in my dreams, and sometimes I can't sleep all night. The review of students' information begins two days before class. In the process of preparation, the situation is also constant. Although I have given them a data table and told them the direction of search, they are students after all, and it is still difficult to find suitable and useful data. Therefore, during the inspection and guidance work in these two days, my students and I were dizzy.
It should be said that the students have learned a lot in this comprehensive study. I firmly grasp the characteristics of comprehensive Chinese learning, highlighting the following aspects: 1, highlighting "activities"; 2. Highlight "autonomy"; 3. Highlight exploration; 4. Highlight the language.
Through this teaching, I think we should start from the following aspects if we want to have a good Chinese comprehensive practice class:
1, write a plan.
Guide students to think deeply about the theme of the activity. Guide students to analyze and sort out the teaching materials, ask questions, ask questions, let students participate in the overall planning, have clear activity goals, and make the plan more purposeful.
2. Fully realize the function of reading materials.
Reading materials are the starting point, which can stimulate students' interest, provide activity materials and lead the research direction. Reading materials are examples, and teachers should guide students to summarize their learning methods through these materials. Reading materials are the origin. On the one hand, each reading material can be used as a typical representative, which can guide students to take this as a point, radiate a larger plate, go further and have a wider range of knowledge. So make good use of reading materials. Better highlight three-dimensional goals.
3. Reflect the effectiveness of teacher guidance.
It is necessary for teachers to guide the main points of knowledge and evaluate the students' statements.
4, to reflect the taste of language.
"Water tastes tasteless, but when it swings, it ripples, and when it hits, it produces light." Only when there is interaction can there be collision, and only when there is collision can there be improvement. Only personal display can't arouse * * *. Students can talk about their own creative feelings, talk about their own gains, and even ask each other questions. These forms can form an interactive situation and atmosphere and make the classroom full of Chinese flavor.
5. Teachers' literary literacy, Chinese literacy and interdisciplinary knowledge need to be expanded, strengthened and enriched.
Teachers' ability to interpret textbooks independently needs to be strengthened.
Teachers need to be clear about the purpose of comprehensive learning.
Teachers need to think about what role they should play and how to play it properly.
Comprehensive learning is the highlight of the new curriculum reform, and the first round of use is still in the stage of exploration and gradual deepening, so there are still many blind spots in actual teaching: how to make overall arrangements for extracurricular activities and achieve organic integration? How to make full use of reading materials? How to realize better interaction and promotion of process guidance? How can students become "chief" teachers in performance display activities without all retiring? What kind of evaluation mechanism is established?
I have gently lifted the veil of comprehensive learning, and will further strengthen research and enrichment in practical teaching. I will look forward to the comfort of "taking another step" in the excitement of "taking one step".
Reflections on Chinese Teaching of "I Love You, Chinese Characters" 7 "I Love You, Chinese Characters" is the content of the second section of the fifth group comprehensive study in the first volume of the fifth grade of the primary school Chinese curriculum standard edition, which mainly guides students to collect relevant information, conduct social surveys and other activities, deepen their understanding and love of Chinese characters, and make contributions to the purity of the Chinese language. Through comprehensive study, help students understand the origin of Chinese characters, feel the fun and magic of Chinese characters, improve students' interest in learning Chinese, enhance students' awareness of standardizing the use of Chinese characters through social surveys, and strive to do something to purify the language and writing of the motherland. In the appreciation of calligraphy works, cultivate students' sentiment and enhance their aesthetic ability. It fully embodies the idea of big language and the idea of learning and using Chinese in life. Below, I will share with you some methods to achieve good results in this comprehensive study.
First of all, I introduce a new lesson by listening to the song "China Wa". The songs are full of local flavor, humor, imagination and thought-provoking. "The favorite water to drink is always the Yellow River water, the favorite character to write is the square character taught by the teacher, and the favorite thing to do is to repay my mother." This way is intended to educate students to be honest people in China, write square Chinese characters and speak forceful Chinese paintings, which can also stimulate students' interest in learning. Then, through the game of Chinese characters, let students talk about their feelings, stimulate students' love for Chinese characters in the form of games, and experience the vitality and charm of Chinese characters. Then, by reading "I Love You, China's Chinese Characters", we can understand the thoughts and feelings expressed in the article, make full use of reading materials, and enhance students' feelings about Chinese characters and Chinese character culture. Finally, you can watch the courseware The Evolution of Chinese Characters. After class, we will discuss in groups how to make a comprehensive study, make plans and conduct social surveys on the phenomenon of street typos and indiscriminate use of idioms, so that students can improve their Chinese literacy in an all-round way in their independent Chinese practice activities and cultivate their spirit of inquiry, unity and cooperation and innovation.
Among them, social investigation and reporting activities left a deep impression on me. Students work together to give full play to the collective wisdom and strength. Proactive and interested in reporting activities. They collected many advertising examples of the idiom "marriage", such as: no mosquito (), no substitute (generation), endless fun riding (), no trouble with a cup (preparation), chicken (machine) will lose, clothes (obedience) will follow, bathing (desire) will be free, and calcium (cover) chinese odyssey. And discussed whether it is appropriate to do so. Through discussion, everyone agreed that it would be a substitute for a substitute. It will have a negative impact and mislead primary and secondary schools, which is an irregular use of Chinese characters.
Chinese characters, the treasure of the Chinese nation, are things that we encounter every day, but seem to be far away from us. Through this activity, we can get to know her and feel her. Maybe the students are still "looking at the flowers in the fog" about the history and culture of Chinese characters. Maybe students are confused about the nonstandard use of Chinese characters in modern society. Perhaps students seem to understand the art of calligraphy, but in fact, the enthusiasm for paying attention to and loving Chinese characters has been ignited. Through this activity, the students understand the importance of learning and writing Chinese characters well, and understand the position of Chinese characters in world culture. In this activity, I also encountered many difficulties, such as collecting Oracle Bone Inscriptions, bronze inscriptions and Xiao Zhuan, but I don't know what the characteristics of these symbols are and what they represent, but I feel deeply uneasy. I am poor in knowledge. What should I offer to my students? Moreover, our students are limited by conditions, and many students can't collect information online. The time to really take to the streets is limited, but it is gratifying that through this activity, our students have moved from the classroom to the society. Although it is difficult, I believe that hard work will definitely pay off.
Reflections on Chinese Teaching in Chapter 8 of I Love You, Chinese Characters; The teaching of this class is the basic part of Chinese teaching. Chinese characters have a very long history, and each Chinese character is like a painting, which makes students feel beauty visually. I ask students to write well with all kinds of strokes and stand well, so that students can write correct and beautiful words, which creates beauty. At the same time, there are syllables composed of initials and finals, with four tones of yin, yang, Shang and Qu, which are very pleasing to the ear and make students feel beautiful. However, there are many varieties of words, especially idioms, which are typical of the formal beauty of words because of their neat and symmetrical structure. This paper summarizes three characteristics of Chinese characters: a long history, the largest number of users, and China calligraphy is an independent art. At the same time, it puts forward three tasks of comprehensive research on Chinese characters: feeling the magic and interest of Chinese characters, understanding the culture of Chinese characters, and doing something good for pure Chinese characters. After children understand this truth, their interest in literacy is high. I took out the word identification card and asked the students to look at the picture first, and then asked them to guess what words followed. In the process of reading, I corrected the students' incorrect pronunciation in time.
Finally, I told my classmates the importance of learning Chinese characters and let them know the skills of learning Chinese characters. You can read books by yourself and learn a lot of knowledge and skills from books. Encourage them to study Chinese characters seriously in the future. Cultivate children's desire to know Chinese characters. At the same time, it also inspires students' love for the splendid culture of the motherland.
Reflections on the Chinese Teaching of I Love You, Chinese Characters This text focuses on the charm of Chinese characters and expresses the love, cherish and praise of Chinese characters. Praise it as an elf with unique personality, praise it for bringing poetic spirituality to those who use it, praise it for maintaining the existence of a unified country, and praise it for rejuvenating in scientific development.
When designing this course, I found that there was little content in the textbook. Our Chinese characters are closely related to our daily life, and China's calligraphy art attracts worldwide attention. I fully guide students to fully feel the practical value and aesthetic value of Chinese characters! So, I decided to rearrange the content of the textbook, adjust the content and order of the textbook, and determined four sections: ancient Chinese characters, magical Chinese characters, practical Chinese characters and beautiful Chinese characters.
Next, how to guide students to approach Chinese characters, learn Chinese characters and enter the colorful world of Chinese characters? I think: Chinese character culture is extensive and profound, and it is not enough to rely on a small classroom. Students should be introduced into a big classroom. So before class, I asked the students to consult the materials extensively and communicate in groups, so that the students could absorb more information in groups. Then, according to the four sections I established, I guided the students to set up special groups for autonomous learning, and went deep into each group for guidance before class. Then organize the teaching in the form of group report. As for me, I will sum up and expand when the students report and exchange, and lead the problem deeper.
At the end of this class, I also used the phenomenon of irregular words in my life to guide students to find irregular words in their lives and consciously safeguard the purity of Chinese. Teaching content has become a continuous and complete activity process before class, during class, after class and inside and outside school, which has expanded the teaching space. In this way, the whole teaching process will come out, but how can students get a deep understanding and rich emotional experience from multiple levels? So, I collected a lot of pictures by using network resources, such as China's seal, artistic figures in life, calligraphy works at home and abroad, etc., combined with the contents of teaching materials, students' handwritten newspapers, famous paintings, word games, folklore, etc., to broaden students' horizons, promote students' thinking and improve students' interest. The students independently displayed several calligraphy works. The solemnity of regular script, fluency of running script and fluency of running script in calligraphy works left a deep impression on students. The camera lets the students read aloud and evaluate each other emotionally. It not only helps students understand the characteristics of Chinese characters, but also helps them learn the language. It really kills two birds with one stone. Students' love and appreciation of Chinese characters, their sense of identity and pride in the motherland's culture have emerged! At this time, I asked all the students to stand up and read the essay "I love you, Chinese characters" together. It has become the inner voice of students, full of passion, confidence and heroism!
"I love you, Chinese characters" is presented in the form of a set of comprehensive learning materials. According to the activity suggestions in the textbook, I divide the activity into three stages. The first stage is to "stimulate interest and make plans"; The second stage is "comprehensive practice and active activities". I divided the whole class into "Chinese character evolution investigation group", "typo warning group", "social Chinese character investigation group" and "calligraphy works appreciation group". The third stage is "achievement display and interactive communication". During the activity, students are enthusiastic and fully prepared before class. In class, teachers introduce "reading materials" according to the arrangement of textbooks, and then organize students to actively participate in group discussions, use group communication to enjoy the materials and express their opinions boldly. It should be said that in this comprehensive study, students have learned a lot, especially the interactive links between students in classroom learning, such as crossword puzzles, homophonic xiehouyu, funny Chinese characters and so on. Students are very interested in these activities and have a strong learning atmosphere. Although this activity has given us an understanding and feeling of Chinese characters, the students are still "looking at the flowers in the fog" about the history and culture of Chinese characters. In order to sublimate them into sincere love for Chinese characters, teachers and students need to continue to study Chinese characters together in the future Chinese learning process.
Reflections on Chinese Teaching of "I Love You, Chinese Characters" 10 "I Love You, Chinese Characters in China" closely revolves around "the charm of Chinese characters" and expresses the affection of loving, cherishing and praising Chinese characters. Praise it as an elf with a unique personality, praise it for bringing poetic spirituality to those who use it, praise it for maintaining the existence of a big country, and praise it for rejuvenating in the history of scientific development.
The full-text language is beautiful and rich in rhetoric, which will make people like Chinese characters as soon as they read it, and at the same time, they will also like the language above, which is very suitable for the taste language with emotion. Borrowing this feature, I will not relax in teaching, and adopt different reading forms, such as individual reading, group reading, boys and girls reading, competition reading, group reading and so on, and use evaluative and transitional language. For example, "Your reading makes me seem to see beautiful spirits floating, sinking, crying and emitting cold ..." "Listen, we feel that these spirits are coming towards us. They are constantly changing the wonderful combination outlined horizontally and vertically, sometimes laughing happily, and sometimes it is so deep that people seem to have entered the forest. Taste language in reading, accumulate language in reading, understand the characteristics of Chinese characters in reading and appreciate the charm of Chinese characters in reading, which has achieved the expected results.
In addition, I also use courseware to supplement them with some information, such as the classification of calligraphy fonts, seal script, official script, regular script, running script and cursive script. Children are interested in classroom teaching and filling materials. Teachers teach easily, children learn easily, and the classroom atmosphere is active. Judging from the homework, the effect is good. In fact, children are cute and simple. If you give them some sunshine, they will be brilliant. Therefore, whether in teaching or in the management of the class teacher, don't be too stingy. You should give them generous encouragement. They are happy, they are happy. Why not?