The first part: Reflection on the teaching of Gaishi by People's Education Press. When teaching the text of Gaishi, I pay attention to guiding students to fully read, experience and comprehend in reading, accumulate and internalize in reading, and appreciate and sublimate in reading. Taking "beauty" as the main thread runs through the classroom.
In teaching, I created appropriate situations to guide students to experience the beauty of the stone, which left a deep impression on people. I firmly grasp the three pictures of "a group of people walking in the covered stone", "two people walking face to face in the covered stone" and "old people and young people walking in the covered stone", organically combine words and phrases, experience the pictures and feel the emotions, and naturally guide students to understand step by step why the covered stone is a landscape in the hearts of people in their hometown.
For example, when we understand that "every time we go to work and get off work, when a group of people walk in the rubble, the movements are so coordinated and orderly!" Lift your feet in front and follow closely behind. The sound of stepping is like light music. The figure is awkward and gives people a general sense of beauty. " In this sentence, I seize the key point of "coordination and order", create a situation, and pass "What are we walking?" Render scenes such as "accidentally falling into the water", so that students can experience the coordination and order of reading by using cooperative reading "putting their feet in front, following behind, in front … behind ……", and then realize the coordination and order of people's actions when walking in Gaishi. Then, I changed the text into poetry, and guided the students to read poetry. Naturally, I brought the next student Gaishi, who had a strong homesickness, and led the students to present this beautiful picture to everyone by reading aloud.
As for how young people meet old people with the content of the stone, I naturally take "some words will make your heart tremble slightly in the process of reading" as the guide to guide students to grasp "happiness" and "course". The transition from the word "blessing" to "nature" is to invite students to take the stage to do the action of "blessing" and tell whether the elderly should be grateful to achieve the unity of nature and harmony. I string the language points in the text like a chain. Under my guidance, the children seriously appreciate the taste and beauty of the text! My sentence "The old people who have been helped naturally helped other old people when they were young, and the young people who have helped others will naturally get help from other young people when they are old." Not only did students understand the word "taken for granted" smoothly, but they also unconsciously carried out ideological and moral education on respecting the old and loving the young and learning to care for each other. This kind of guidance will not dilute the precious Chinese flavor in our Chinese class at all.
Chapter two: Reflection on the teaching of cover stone in People's Education Press; I am lucky to be a teacher who polishes our class. Luck and pressure coexist. In this polishing, we learned to speak with facts, use theory as guidance, set teaching objectives again and again, write teaching designs again and again, try classes again and again, and revise them again and again ... In the discussion again and again, teachers brainstormed and wisdom collided, and I constantly reflected and improved myself in this discussion and exchange. After seven or eight sleepless nights, I was finally relieved. Looking back on the road of grinding lessons, I have mixed feelings and an epiphany. My heart is more moved, moved by our United and uplifting team, and I really have a lot to say ... What I want to say most is that "Grinding Class" has made me clear the direction of Chinese teaching.
First, the change of teaching behavior.
Under the guidance of experts, I know that "turning around" is necessary and I know a little about how to turn around, but I really don't know how to put it into action. Accustomed to the "emotional line", I am really at a loss. After repeated revisions, I can't put this down, that down, and I can't find the teaching center. My thoughts have been wandering in the tedious. With the help of group members, I understand that teaching a text should not be busy designing teaching links, but should set appropriate teaching objectives; I understand that Chinese teaching teaches courses, and texts are just examples of serving courses. Especially in the formulation of teaching objectives, we must combine the three: first, thoroughly understand the learning objectives in the curriculum standards; Second, be familiar with and interpret the teaching materials carefully; The third is to consider the existing learning level of students. The learning goal should be small, practical and operable.
Second, learning the preset self-evaluation
(A) self-evaluation of teaching objectives
The preset teaching objectives of this lesson are:
1, know the seven new words in this lesson, and make sure to read the words "mountain torrent, interval, laziness, common saying, balance, clear waves, course and connection". Contact the context and imagine the picture to understand the words "harmony and order, blue waves rippling, harmony between people".
2. Grasp the key words, imagine the picture while reading, create situations, connect with life experience, experience the good character of villagers' simplicity and thoughtfulness, and experience the' beauty' contained in Gaishi, and get edification from it.
3. Read the third paragraph of the text correctly, fluently and emotionally. "Whenever people go to work, get off work and walk in the stone, the movements are so coordinated and orderly ... giving people a general sense of beauty."
4. Learn to observe carefully, write while thinking, grasp the movements of characters and describe impressive scenes.
In this class, I think the second, third and fourth goals of the preset teaching goals have been basically achieved. I guide students to grasp the key words and imagine the picture. The students thought beautifully and richly, and many contents were very practical, which greatly exceeded my expectations. For example, a classmate said, "I saw people walking in the stone talking and laughing." Some students said, "I heard someone humming a ditty while walking in a covered stone." Others said, "I saw people walking on the stone after work and said with a smile," Come to my house for a drink tonight. "The goal of reading has also been well accomplished. The students read aloud in an emotional place, which is very emotional. The goal of writing is to ask students to write two or three sentences with several actions. Students use verbs such as "help, pat, lift, help, pull, walk …", and many students use sentences in the text to learn and use them flexibly.
The understanding of "coordination and order" in the first goal is not in place.
(B) self-evaluation of the teaching process
This lesson is divided into five processes: direct import and check preview (3 minutes); Overall perception, understanding the main content of the article; (6 minutes) deeply understand the beauty of the stone; (18 minutes) exercise; (10 minute) Summarize the method of full-text review. (3 minutes) Looking back on the whole teaching process, I think the time spent is reasonable. It takes the most time to understand the beauty of Gaishi and exercises, one is to complete the training goal of reading, the other is to complete the training goal of writing. Summarizing the main contents of the text is also the focus of middle school training, which takes more time. These three links all pay attention to the guidance of methods. Teaching students methods is to make students learn Chinese better and improve their ability to learn Chinese. No matter what the effect is, the change of teaching behavior is obvious.
Third, teaching adjustment.
The biggest gain of grinding class is the change of concept and teaching behavior. Looking back on my classroom, there are many unsatisfactory places and many places that need to be improved. My most obvious feeling is that the pace of teaching is a bit slow and it wastes time. Many students were enthusiastic and raised their hands several times, especially those in the first two rows. Because walking among students ignores them and discourages their enthusiasm. I will pay attention to the students in these teachers' blind spots in the future. The design of the text teaching process lacks the questioning link. At the beginning, we considered this article, which was simple and clear, without difficult words, and ignored this link. The key is not what kind of questions students ask, but the cultivation of problem consciousness and ability. In the future teaching, we must pay attention to cultivating children's questioning habits and abilities.
Chapter three: Reflections on the teaching of the cover stone of the People's Education Press. The full text is concise in language, beautiful in artistic conception, and full of life breath in the lines. The villagers' spirit of selfless dedication and the traditional virtue of single-minded consideration for others, such as "the stone of the earth", are generally highlighted in obscurity. The third natural paragraph of the text is about a group of people walking in the rubble. Their movements are coordinated, their voices are marching forward, their waves are clear, their figures are huge, and they are full of poetic and harmonious beauty. Based on students' independent reading of Since Enlightenment, I pay attention to guiding students to fully read, experience and comprehend in reading, accumulate and internalize in reading, appreciate and sublimate in reading. Advocate personalized reading and cherish unique experience. Taking "beauty" as the main line of learning runs through the whole period.
First, discover beauty to direct the whole paragraph.
Although the text of this passage is simple, it conveys rich emotions. This provides imagination space for students' personalized reading. At the beginning of the third paragraph, let the students read and talk about their feelings. Some students talked about the beauty of this paragraph, like painting. I immediately grabbed the word "beauty" and made a big fuss about it, so that students could browse the text quickly and experience it while reading. What words and expressions in the text make you feel beautiful? This is a difficult question, and it is also an introduction to the heart through words. Students concentrate on reading the whole paragraph, and they can get their own reading experience. Students read the text with tasks, which naturally embodies the purpose of reading and increases the accumulation of language. Taking "beauty" as the breakthrough point, take students into this person who walks into Gaishi, and begin to feel Gaishi, appreciate Gaishi and look for beautiful pictures.
Second, grasp the key words to perceive beauty
When teaching the third paragraph, "Pedestrians Walking in the Gaishi", I guided students to master "harmony and order", and teachers and students cooperated in reading, imagining people walking in the Gaishi. Let the students tap the table and imitate the sound of a group of people walking in the covered stone, so as to vividly feel the "tapping sound, like light music" described in the article. Guide students to grasp the "clear waves and clear shadows", imagine the picture and feel the beauty hidden in the words. Through the students' answers, people walk in the covered stone, and no one will suddenly stop to feel the beauty of the soul. Thus, the beauty of music, picture and soul in the whole paragraph is integrated, and students' understanding of the article is sublimated.
Third, read and feel all kinds of beauty.
This is a beautiful article with beautiful language, which is very suitable for reading aloud and language accumulation. I let the students read fully. Such as free reading, individual reading, cooperative reading between teachers and students, synchronous reading, imaginary picture reading and so on. Let every student have the opportunity to study. Pay attention to the hierarchy of reading, and step by step by evaluating the language and the guidance of the teacher. For example, we can find out the sentences that embody beauty by reading aloud, and then grasp the key words to understand and appreciate the beauty of the stone and read out the aesthetic feeling. Finally, we can improve students' mood and read more passionately through imagination expansion. After seeing the beauty and sound of the picture, I feel that I have not done enough, and I have not paid attention to all my classmates. Paying attention to all students can't just be an empty slogan. Whether in preparing lessons or in the process of classroom teaching, teachers should always have the consciousness of paying attention to all students in their minds. If you want to find out which student I should ask to answer this question, why I should ask him to answer this question, and what ability I want to improve through this question. For another example, in the classroom, students and teachers at different levels should pay attention to it, and students with good grades or positive performances should not be allowed to monopolize the classroom, and students with poor foundation will get nothing.