Chinese classes in primary schools need interest, "interest" refers to interest and rational interest, and "taste" refers to Chinese taste. Only with these two interests can we complete a complete Chinese class. If you are interested, the classroom will be full of true feelings; Students will have a deep understanding if they are interested. If they have a strong sense of language, they will have solid language training, be moved by language, have feelings and taste, and their language literacy will be improved in an all-round way.
While studying the text, I first made sure that the core of this article is what my father said, "No matter whether others read it or not, we must abide by the rules!" " We must firmly grasp this sentence and seek truth from facts. This passage is divided into "fishing" and "releasing fish" in the order of development, with distinct levels. The "fishing" part focuses on the size, beauty and difficulty of catching bass, and the description is vivid and interesting. The dialogue between father and son is the best part of "putting fish". Through the conflict between father and son, the philosophy contained in the text is revealed. Interspersed between them is the main line of Tom's psychological changes. Clarify the skeleton and context of the article and understand the key points of teaching.
When designing teaching, I start with language and writing, guide students to taste the text, feel the emotion and understand the truth, build a bridge for students to talk with the text, and let students walk into the hearts of Tom and his son in contradiction, feel the interest of tasting the language and understand the truth.
Therefore, in the whole teaching process, I closely focused on fishing and releasing fish.
Fishing (1-5 natural section) is mainly taught by three questions:
What kind of fish did Tom catch? "Oh, how big! It's a bass Tom has never seen such a big bass. "
Grasp: "It's really big, I've never seen it before" and realize the size and preciousness of perch.
How did Tom catch this big fish? In the fourth natural period, students master "jerking, releasing, releasing, spinning, jumping and swinging the tail" and realize that the fish is big and the fishing experience is rich. In various forms of reading aloud, the students finally lamented that Tom was not easy to fish.
Fish release (6- 13 natural section) mainly focuses on why dad insists on fish release and Tom's attitude to carry out teaching.
Students can quickly find out why their father wants fish. There are reasons for releasing fish, and there are objective conditions for not releasing fish. In the words of students' attitude towards Tom, and in the words that fishing is not easy to pave the way for feelings, the class is pushed to * * here. Grasping the contradiction of the text itself, not letting go of the fish, students discussing enthusiastically and holding their own words have become the two points of this class, which embodies the "debate" in Chinese class.
But after the classroom teaching, I found myself with these problems:
1. There is a debate in class, but the teacher's questions are too many and too detailed. After a class, all the teachers are asking the students to answer, which does not reflect the students' subjectivity, and the teachers are also very tired.
2. The teacher didn't grasp the things generated in the students' class in time, and the text didn't rise to a higher level. For example; During the class debate, a student said, "I am willing to let it go, because perch lives in water, and we should protect our lives." The teacher didn't grasp the point of this class in time, but stayed at the level that we should abide by social morality, which seemed a little simple.
In a word, I have learned a lot in teaching and research, not only teaching skills, but also enriching my teaching ideas and inspiring my enthusiasm and confidence in teaching Chinese well. I will always study hard and keep moving forward.