Reflection on Dayu's Water Control Teaching in Senior Two (1) This text "Dayu Water Control" tells the story of Dayu's water control in ancient times. His spirit of "not going into every house" and wholeheartedly seeking happiness for the people is admired by the world and passed down from generation to generation. When designing teaching objectives, my first thought is how to make students understand the hardships of Dayu's water control and feel the dedication of Dayu to take care of everyone. In my teaching, I will combine written information with Dayu's information on water control to explain and expand.
In the first natural period of teaching, let students watch the flood scene and let them feel the situation directly. And ask questions under the rendering of the animation situation: What do you seem to see and hear in this surging flood? Let students reproduce the life scene when the story happened in imagination, and also cultivate students' language expression potential. Continue to play the scene of flooding, and let the students talk about their feelings after watching it. This is mainly to pave the way for reading aloud, and then let students release their emotions through reading aloud. The teaching of the first natural section combines pictures with the stimulation of excellent varieties of music to better stimulate students to think and imagine language from multiple angles, and show their inner feelings through reading, so as to naturally understand the reasons for Dayu's water control.
Students have not experienced the flood personally, so learning the first paragraph is tantamount to an armchair strategist. If you don't learn this paragraph well, it will also affect the teaching effect of the following textbooks. I let the students read freely first and ask, "What's your mood? Why? " At this time, the students' answers are only based on imagination, not profound. After that, a piece of home destroyed by flood was played, and then the first paragraph was read aloud with music. Then I asked, "What do you seem to see?" What did you hear? "This time, the students' answers were sublimated from simple literal understanding to perceptual cognition, and they all felt the same and spoke attentively. On this basis, let students read the word "homeless" first, and then read the first lesson well, which will be natural and get twice the result with half the effort. In this part of teaching, the first shot was fired by stimulating perceptual knowledge to promote understanding and practice reading, which laid the foundation for the whole classroom teaching.
The new curriculum standard points out: "Let students deepen their understanding, experience, feel and think in active thinking and emotional activities." The second paragraph of the text describes the course of Dayu's water control in a few concise words. Closely follow the word "hardship" in teaching and guide students to read carefully. First of all, we can understand the difficulty of "seeing the water and the terrain" and the difficulty of "traveling around Qian Shan" by looking at the pictures. On this basis, students can be inspired to imagine what hardships Dayu may suffer and what dangers he may encounter, so that students can have a vivid understanding of "hardships". Secondly, grasp "digging through nine rivers and splitting jiusan", and feel the vastness of water control project through repeated reading and imagination. And the unspeakable suffering of Dayu, so as to deepen the understanding of "suffering" Finally, let the students talk about their views on Dayu. In this way, Dayu's image of being fearless and tenacious in water control left a deep imprint on the hearts of his classmates.
When I was studying the passage of "three rooms without entrance", I showed a set of blanks, so that students could understand Dayu's selfless spirit from this set of figures. The teacher designed "What will the son ask his mother?" "What would mom say?" This kind of question brings students into the text situation, and students can't help imagining themselves as children in the text in combination with their own life experiences, and their true feelings are revealed in the answers. Instead, I feel the greatness of Dayu's family. Finally, the water control was successful and the people lived a stable life again. I asked my classmates to talk about how you would be grateful to Dayu if you were one of the people. In addition, the end of the text teaching is also quite wonderful. The final question is: "Why do you put the word' big' before Yu's name and call him' Dayu'?" This question points out the center of the article and points out the word "great" at the end of the article, which makes students' understanding of the text summarized and sublimated and plays a role in pointing out and summarizing.
In the teaching class, there is such a link that children can tell the difficulties that Dayu will encounter in the process of water control through their own imagination. However, due to the lack of life experience, children will not say that teachers did not fully understand the learning situation when designing this teaching link, and only cared about their own wonderful teaching plans, which led to failure.
In teaching, I found that only by designing various forms can we stimulate students' desire to read aloud, which is inseparable from teachers' usual teaching. We should grasp words and phrases to penetrate the text, so that students can feel themselves and read independently. Only by more training in language and writing can students be "willing to express and able to express." Therefore, in the future teaching, we should make more efforts in reading, so that students can read by themselves in since the enlightenment, thus better reflecting their learning.
The second part of Senior Two: Reflection on Dayu's Water Control Teaching "Dayu's Water Control" is a legend that has been passed down through the ages. The spirit of Dayu is precious, and it is also typical as an ancient myth and legend in China. However, as a sophomore, I still need to understand the characteristics of Dayu's spirit and written expression in order to be praised in the article.
Because students lack practical experience in flood perception, they can't understand the tragic scene of homelessness, and there are obstacles in creating the situation from the beginning. In order to make students feel more intuitively the text material "The surging flood makes ordinary people homeless", I ask students to talk about their emotions after reading the first paragraph. Then deepen and consolidate the impression with the help of video, so that students can intuitively understand the horror and harm of flood.
In the process of Yu's flood fighting, the lesson plan passed, "He suffered a lot, traveled all over Qian Shan, and carefully checked the water flow and terrain. He led the people to dig through nine rivers, split nine mountains and lead floods into the sea. " It shows that Dayu works hard to control water, and the water control project is huge. This is the key sentence of the full text. In teaching, I firmly grasp the key words such as "I have gone through all kinds of hardships, traveled all over Qian Shan, and dug and split" to let students read their experiences repeatedly and talk about their feelings in person. From the students, I realized the hardship and difficulty of Yu's water control.
At the same time, this kind of teaching material is the most difficult part of the whole text, and students can't understand the profound meaning of the word "bitter", so they can't feel the personal image and the center of the text. Therefore, it is the most effective way to let children use their imagination under the guidance of teachers, combined with the reality of life. I think the design of this part of teaching is still relatively smooth and in place. I design to use animation to understand "digging through" and "splitting", so that students can intuitively grasp this part of information.
For the touching story in the flood fighting, "going through three customs and not entering" is the most widely circulated one. This section is a good starting point from the angle of stirring up emotions and mobilizing classroom atmosphere, so I use the method of creating "situational dialogue" to teach. Ask the students: "If you are Yu's son, what do you want to ask your mother?" "If you were Dayu, what would you say?" Use the communication between teachers and students to summarize and promote Yu's personal image-Yu is devoted to water conservancy work, and he cares about everyone, so he is a selfless person.
On the other hand, I am deeply touched by my own teaching. I think I still need to work hard to improve myself in many ways:
First of all, we should study teaching material analysis more deeply to make the teaching design reasonable and effective. Without in-depth research, there is no right to speak. Only by studying the text repeatedly can we understand the essence of the text and produce our own things.
Second, we must strictly abide by the requirements of "teacher-oriented, student-oriented". Teachers only play a role in teaching. Students can answer, teachers must not answer for them, students must be the masters of classroom teaching. Teachers should trust their students and let them learn by themselves from the beginning of enlightenment. Teachers only need to guide students where they really have difficulties, teach them learning methods and reflect on their learning. This is what I must improve in my future teaching.
Third, standardize teachers' language. Try to be concise when you speak, and try to be diverse in evaluation language.
Fourth, we should pay attention to the generation of the classroom. In the classroom, there will be students' lights flashing at any time. How to master these languages of students and combine them with the understanding of texts is also something that I need to study and study seriously in my future teaching.
In a word, this class has brought me a lot of inspiration and good help and experience for my future teaching. I hope to get more promotion from it.
In a reflection on Dayu's water control teaching in Class 3, Grade 2, a classmate raised a question: Dayu has been controlling water 13 years, and he floated past my house three times before without looking at it once. Why doesn't he even want to see my son? I am secretly glad that my classmates have raised this question. I decided to take this question as a starting point to explore the emotions contained in the text.
Organize students to discuss why Dayu drifted home for three times and didn't go back. Some students said that he didn't dare to go home, because he was afraid that he wouldn't be allowed to go to water conservancy at home, so he didn't go home. Some people say that Dayu didn't cure the problem and was ashamed to go home to see his family. Some students even said that he had to control the water and had no time to come back. A classmate said: Dayu not only wants to control water, but also helps the people to repair houses and let them have houses to live in, so he has no time to go home.
The truth that "he is busy with water conservancy and has no time to come back" is obvious, and I feel that most students are talking in general terms. I will guide the students to read the second paragraph, "Where did you see that Dayu was busy with water control and had no time to come back?" Students read the text carefully. A classmate said, "He traveled all over Qian Shan, watching the current and the terrain. Naturally, he has no time to come back. " Encourage students to read the text again. Some students said, "They have to dig through nine rivers and split nine mountains, so they have no time to go home." At this point, the students have understood the difficulty of water control and the truth of "three houses can't enter".
I also created three kinds of imagination for children in this class.
The second section reads: "Dayu is determined to control water." So, how did you make up your mind? He must have thought a lot or had an ideological struggle before making the final decision. There, I inspired students to imagine. In order to let the students have a good imagination and have something to say, when teaching the first lesson, I asked the children to combine the wall chart to arouse the students' sympathy and compassion.
The third section says: "Yu was in control of water outside 13 years. He floated past his house three times, but he didn't go in once to have a look. " In teaching, students ask themselves questions. Does Yu really want to see his family? The child has fully imagined this.
The fourth section reads: "The flood was subdued and the people lived a stable life. Everyone is very grateful to this great hero of water control. " When I got there, I guided the children to watch the illustrations in the textbook, which reflected the scene of people living and working in peace and contentment. Enlighten the students and say, what would you say to Dayu? What would Dayu say?
The third imagination not only expands students' imagination space and cultivates students' language expression potential, but also urges students to deepen their understanding of Dayu and get a noble moral education that loves others and people's lives and property.
The fourth part is the reflection on Dayu's teaching of water control. The second day of this passage is a fairy tale that has been passed down through the ages. It tells the story of ancient Dayu's water control. Dayu is an ancient hero of water control. His spirit of "not going into every house" and wholeheartedly seeking happiness for the people is admired by the world and passed down from generation to generation.
When designing teaching objectives, my first consideration is how to let students know "why Dayu is a hero of water control admired by the world and passed down from generation to generation". To solve this problem, it is necessary to combine the content of the text with the information about Dayu's water control collected before class to expand and extend it, so that students can know the reason why Dayu failed to enter the door three times and feel the dedication of Dayu's family to care for everyone.
Before learning the first natural paragraph, I put a group of pictures of the flood, so that students can talk about their feelings after seeing the pictures, and then experience the disaster caused by the flood and the "homelessness" of ordinary people. Finally, it introduces Dayu, the hero of water control. When I explain the course of Dayu's water control, I mainly ask students to read aloud and experience the hardships of water control, especially to grasp the sentences such as "I have suffered a lot and traveled all over Qian Shan" and "I dug nine rivers and chopped nine mountains". When I was learning the story of "going through the house and not entering", I showed a group of blanks, so that students could understand Dayu's selfless spirit from this group of figures. Finally, the flood control was successful and the people lived a stable life again. I asked the students to talk about how you would appreciate Dayu if you were a member of the people, so as to understand why Dayu's name was passed down from generation to generation.
In this course, there are still many places that have not been done, such as:
1, with single form and lack of change. Reading runs through the whole process of this course. Although reading forms include self-reading, mutual reading, simultaneous reading and named reading, from the overall process, teaching is very boring. Students just read repeatedly, which is basically limited to reading and understanding the text. There is no longer a situation to guide students to think for themselves in class, and there is no time for students to ask questions and study independently.
2. The teacher talks too much. Although I have paid attention to students as the main body when designing before class, in the actual teaching of this class, the teacher still leads the students, whether it is reading and guiding the students to understand the hardships of Dayu's water control or learning the story of "three houses don't enter", the teacher gives too much, always giving too much to the students. In fact, we should trust students and let them learn by themselves from the beginning of enlightenment. Teachers only need to guide students where they really have difficulties, teach them learning methods and reflect on their learning. This is what I must improve in my future teaching.
The text "Dayu Water Control" is an ancient legend, which tells the story that Dayu went through all kinds of hardships to control water and benefit the people, and finally subdued the flood water without entering the house for three times.
Before learning the first natural paragraph, I put a group of pictures of the flood, so that students can talk about their feelings after seeing the pictures, and then experience the disaster caused by the flood and the "homelessness" of ordinary people.
In the second paragraph of the text, the process of Dayu's water control is described in a few concise sentences. In teaching, I first show a set of words: after digging, I can see and guide the division, so that students can arrange them in order, thus revealing the whole process of Dayu's water control. And closely follow the key words such as "untold hardships", "Qian Shan is full of water", "traveling around the world" and "investigation" to guide students to read carefully, so as to understand and appreciate the hardships of Dayu's water control and his spirit of hardship.
When learning the story of "Go to Miyake and don't enter", the students treated Dayu for 13 years. His son is in his teens, and I don't know what his father is like. Without a clear concept, most students didn't think Dayu was great. I asked a question: "Why hasn't Dayu's son seen his father in his teens?" "Why can Dayu pass by his door three times without going in?" In order to better understand the dedication of the Dayu family, the students also expressed their admiration for Dayu's heroic feat.
The teaching of the fourth natural paragraph mainly adopts the method of going deep into the situation and being sensible. First, let the students read aloud and talk about their mood and reasons. Students may say: ordinary people live a happy life, no longer wandering and so on. And read aloud in comparison with the first natural paragraph grouping. This arrangement is in sharp contrast with the scene in the first natural section, which deepens the students' reverence for Dayu. Then read the last sentence: from then on, Dayu's name was passed down from generation to generation. Teacher's statement: Let us remember this great hero (student: Dayu), and let us always remember this selfless great hero (student: Dayu). The classroom atmosphere was mobilized, and the students' reverence for Dayu reached a climax. Consciously integrate ideological education into language and writing, which is implicit, implicit and not gloomy, so that students are influenced and infected by lofty personality. Last question: If you are an ordinary person, what do you want to say to him? Children may say, "Daewoo, you have worked hard." Daewoo, you are great! "The speech originated from a specific and profound situation. In a festive and peaceful atmosphere, in the realm of emotion moving from the middle to the outside, the ideological content of the textbook was further explored.