Reflections on Swallow Teaching in Primary Schools 1 Swallow is the work of Zheng Zhenduo, a famous writer in China. This paper describes the shape of the swallow and its flying from the south, flying in the sky and on the lake, and stopping on the wire in bright spring, praising the swallow for bringing vitality to spring. This article is not only good in writing, but more importantly, it writes the swallow as a "god".
This lesson is to let students experience the loveliness of swallows and the beauty of spring on the basis of intensive reading. In teaching, we should grasp key sentences, carefully taste and feel emotions. The key lies in the word "thing", which can guide students to understand and teach them how to describe things on the basis of reading. I take the following methods:
1. Create scenarios to stimulate students' interest in reading.
In class, I first play the song "Little Swallow" for students to enjoy, and sing it with other people who can sing, so that students can draw out their love for the little swallow in beautiful songs. Then guide the students to talk about feelings and tell the characteristics of swallows. Ask again: "What about The Swallow written by the famous writer Zheng Zhenduo?" Students' interest in learning was immediately aroused, and they studied the text very seriously. Creating interesting classroom scenes can stimulate students' desire to explore. Stimulated by vivid situations, students' learning mood is high and their desire to explore independently is strong, which not only creates conditions for the promotion of teaching activities, but also lays a solid foundation for the formation of learning methods.
2, contact life imagination, understand the text.
In order to help students understand the word "market" and imagine the scene at that time, I ask students to think about how people in the supermarket on the street make you feel during the festival. In this way, the students said that people go to the supermarket to buy things, and there are many people. Then I told the students that people went to a place to buy and sell like this, which used to be called a market. Then I said to the students, "Please think about it. When spring comes, flowers and trees come to one place to show their elegance. What does the author compare their behavior here? " With the association of students, the word "market" is easy to understand, and some students also described their own imaginary scenes. Then there is the scene where the swallows get tired of flying and stop. I ask students to touch the staff in music class, and then combine observation and pictures to understand why the author thinks Swallow Stop is a music staff.
3. The writing characteristics of describing the shape of swallows are combined with the text.
Let the students imitate writing, and let them understand that writing animal shapes only needs to grasp the characteristics and unique places, and does not need to cover everything. For example, writing about ducks: a lively and lovely duckling is made up of bright yellow fluff, a flat mouth and maple leaf-like feet.
Through this kind of teaching, students fully feel the author's delicate brushwork, accumulate words unconsciously, and learn some writing methods and skills of the author.
Reflections on Swallow Teaching in Primary School Chinese 2 The text Swallow mainly describes the scene of peach blossoms, green willows and swallows flying. According to the characteristics of the textbook and the teaching requirements of this grade, I set the teaching objectives of this course as follows:
1, can read the text correctly, fluently and emotionally, and recite favorite paragraphs.
2. Understand the text, master the sentences describing swallows and spring, and feel the lively and lovely swallows and the vibrant scene of spring.
3. Read and write the words "Swallow, Fair" correctly. According to the characteristics of teaching materials and students' reality, I have determined the following teaching priorities: read the text with emotion and recite favorite paragraphs. The difficulty in teaching is to understand the lively and lovely swallows and the lively scene of spring. I pay attention to the implementation of the following teaching strategies in teaching:
First, reading is the main theme of Chinese classroom teaching today.
In this course, I put reading aloud in a very important position, emphasizing "reading as the main task and speaking to help reading". I think that the process of learning a language is actually a process of internalizing a foreign language, and the most important and fundamental means to realize this internalization is reading aloud. Therefore, I encourage students to read by themselves from the beginning, to avoid teachers talking too much and asking too many questions, and strongly advocate "reading is the main thing, reading instead of speaking, speaking drives reading, and asking questions promotes reading". Let students read since the enlightenment by themselves, think while reading, discuss with each other, imagine while reading, learn to read aloud, understand words, cultivate a sense of language, and be influenced by subtle language. "The author has a good mind and began to enter the country with relatives." So "when in Rome, do as the Romans do" is the teaching realm I have been pursuing.
Secondly, situational creation plays an extremely important role in Chinese teaching, especially in junior high school Chinese teaching.
Only by arousing students' senses in the situation and letting students actively observe, feel and operate in the situation can we realize the accumulation and application of Chinese perception. In the teaching of this class, I spent a lot of time on the creation of situations:
1, experience the situation with life. This class should let students experience the characteristics of spring from life. Before class, let students pay attention to the surrounding spring scenery, or collect pictures about spring, read poems and articles praising spring, so that students can have a personal feeling about spring. It can be seen that the experience gained by students can help them understand and feel the text well.
This painting reproduces the scene at that time. According to the characteristics of teaching materials and disciplines, in this class, I adopted multimedia-assisted teaching, exquisite pictures and appropriate music, which deepened the intuitive feeling of the artistic conception described in this article, such as grass, willow leaves, flowers, streams, green mountains and green waters, swallows and butterflies, and let students realize the characteristics and beauty of spring. From this point of view, the proper use of multimedia-assisted teaching makes these junior students with limited and shallow life experience not only have words in their eyes, but also corresponding image pictures. Symbol corresponds to image, and image evokes emotion.
Third, regret:
1, learn the metaphor in the third paragraph. In teaching, I think students are easy to understand, and they are not guided or imagined. Some students simply don't understand "Waiting to Write a Praise for Spring", so it has a slight impact on the teaching effect.
2. Teaching control is not flexible and effective, and teaching tact needs to be improved. We should strengthen our study in this field in the future.
Reflections on Chinese Swallow Teaching in Primary Schools Part III Swallow This is a short article. The text describes the shape of the swallow, and it flies from the south in bright spring, flying in the sky and the lake, and resting on the wire. This article is fresh and lively in language and accurate and vivid in description. The lively and lovely appearance of swallows, the habit of migratory birds chasing after spring, the light and flexible flying posture and the quiet and elegant rest scene are all vividly displayed on the paper, revealing the author's love for spring and swallows between the lines.
The author uses words accurately and vividly, so in the teaching process, I guide students to chew words repeatedly and taste their connotations. I mainly want to grasp the key words, guide students to read aloud repeatedly, understand in reading, imagine, taste, appreciate and recite in reading, and promote the accumulation and internalization of students' language. The atmosphere of this class is active, giving full play to the students' subjectivity. I start with guiding students to observe pictures, stimulate their reading motivation, and then organize students to read by themselves. In the whole teaching process, teachers are only equal participants, and students are always the main body of learning. At the same time, I give appropriate guidance, which plays a role of "bridging and leading the way" for students' thinking. Then I skillfully created a speaking situation, so that students can apply what they have learned in writing methods and devote themselves to listening and speaking training in a harmonious atmosphere, so as to learn more firmly and flexibly, train students' creative thinking and improve their writing level.
This text has beautiful words, vivid content and strong feelings. In teaching, we should constantly guide reading, deepen students' understanding of the text, stimulate students' imagination and love for nature, and recite the text on this basis, so that students can be influenced by beauty.
On Wednesday, my students and I learned swallow training. After the first unit "Swallow" teaching ended last week, the students were already very familiar with the cute and clever swallows. At this time, it is spring. Swallow is the messenger of spring and the spirit that adds vitality and vigor to spring. But in this text, the swallow took a special train. What happened? At the beginning of the class, I threw this question at the students, and a stone stirred up a thousand waves. Students can't wait to find out the reasons in the article, and they are full of interest in learning.
After reading the text, the students communicated with each other enthusiastically. I guide students to sum up the difficulties encountered by swallows in a few sentences. Naturally, the students found the students who were "the temperature plummeted, the snow was falling, they were hungry and cold, and they were dying", and different opinions also joined in. Then, I lead the students to imagine: What will happen if this situation continues? The students realized that thousands of swallows are likely to all die in Switzerland, and the territory of Switzerland is full of swallows' bodies. This situation is both terrible and painful ... it is intolerable in the hearts of students' children. I went on to add, what did the Swiss government and people do? Students find the actions of the Swiss government and the Swiss people, and feel how timely and thorough the Swiss people's rescue of swallows is. This is a typical example of harmony between man and nature.
In the process of guiding students to feel the Swiss people's rescue of swallows, I have grasped key words such as "one after another", "everywhere", "stepping" and "shouldering", and guided students to imagine who left home, and students exchanged "there are old people, children, mothers, young teachers, workers and lawyers ..." All walks of life, men and women, old and young, are huge. At this time, my teaching goal was successfully realized.
It is my duty and obligation as a Chinese teacher to guide students to work hard in language and writing. I am deeply proud. I would like to enjoy the joy of shuttling and accumulating in the text with my children, and I would also like to see my children actively communicate in the Chinese class, plug in the wings of imagination and gallop in the text.
I am willing, I am happy, I am happy!
Reflections on the teaching of Swallow in primary school Chinese 5. Swallow is the opening text of Chinese teaching this semester. After nearly a month's holiday rest and play, the students have just returned to the learning state, and they must have a strange feeling about the learning methods and learning process, and they have not recovered. In order to let students enter the learning state smoothly, I attach great importance to the introduction of new courses in the teaching design of this course:
1, let the students know the characteristics of swallows from their lives. It can be understood from the characteristics of swallows observed at ordinary times that the mission of swallows flying back to the north marks the arrival of spring;
2. Let the students describe the beauty of spring.
3. Import with a very beautiful and moving story;
4. Start with the picture.
Give these beautiful things and things to students first, so that they can contact and learn the text in the realm of beauty. At this time, students' mood will be different, and they will naturally integrate their feelings into the text. From their emotional voices and expressions when reading aloud, we can see that they are not simply learning the language in the text, they are feeling the beauty of nature, the beautiful spring and the beautiful life. This simply does not mean that they are learning the opening text of this semester, or even the effect is better than before.
I think this design is not only for students to learn the text quickly, but also for students to integrate into the text more quickly, to better collide with people, things and things in the text, to produce emotional resonance, and to better achieve the purpose of learning Chinese and improving their literacy. This is also the embodiment of my grasp of the size of the dialogue between students and teachers, students and texts.