Reflections on the teaching of The Emperor's New Clothes 1 Yesterday I taught the text of the fairy tale The Emperor's New Clothes written by Danish writer Andersen. This text tells the story of an incompetent and extravagant emperor who was cheated. Exposed and satirized the hypocrisy, stupidity and self-deception of emperors and generals. Tell people to be childlike, selfless and fearless, dare to tell the truth, honest and kind.
For this course, first of all, I have problems in teaching design. This text is a fairy tale, so we should create a lively classroom atmosphere. A sitcom can be designed for students to participate and perform. This can promote students to better understand the characters and psychology and make the classroom atmosphere more active. But I pay too much attention to standards in this class, so the students' enthusiasm is not high and the classroom atmosphere is low.
Secondly, I may be unreasonable in the allocation of time. For the first question I studied in class, "read the text, underline the sentences about the characters' language, movements and psychological description, and analyze their personalities." This problem takes a long time, too long. The second question "The so-called' new clothes' doesn't exist at all, but people dare not say that they can't see it. Why? " This question took too short a time, and the answer to the students was only a cursory comment, which was passed by without in-depth analysis.
Finally, in this class, my evaluation language is less, but I just added hard marks and failed to encourage my classmates in language and action at the right time. Moreover, in this class, I talked too much and guided too much, so that the students' participation was too low to give the class to the students completely. I still lack experience in mobilizing the classroom atmosphere, such as the lack of methods to make students enthusiastic, so I feel that at the end of this class, the students' enthusiasm is less, and I don't pay enough attention to them and can't control them well. Poor flexibility in dealing with problems in class, unable to improvise; There are also some problems in courseware design.
Although I left many regrets in this class, I found my own shortcomings, and I will continue to push myself and improve myself in future classes. I finally understood what an expert from Li Zhengtao said: "Normal classes are the most educated, while open classes are the most educated".
Reflections on the teaching of emperor's new clothes; 2 years of joint film teaching and research were conducted in our school. On behalf of Chengguan No.2 Middle School, I gave a lecture on The Emperor's New Clothes, which is a fairy tale with vivid characters and bizarre plots. The students are very interested in this text.
My general guiding ideology in designing this course is: "Based on the basic concept of the new curriculum standard, give full play to students' main role, grasp the key points and break through the difficulties through autonomous learning and cooperative inquiry learning, so as to improve Chinese ability."
The success of this lesson lies in:
(A) clear teaching objectives, reasonable teaching process, clear teaching ideas.
I have been engaged in Chinese teaching for a long time and formed a habit. When preparing lessons, I must first determine the goal of this class. Then, around the goal, I must think clearly about what students should learn and how to learn this lesson. In the lesson "The Emperor's New Clothes", my goal is:
1, knowledge goal: to know the author and the literary knowledge of fairy tales. Clarify the story and understand the writing ideas. Understand the characteristics of fairy tales to create images through fantasy, imagination and exaggeration.
2. Process and method: Understand the author, works and keywords independently, read the text, analyze the characters, explore the theme of the article in cooperation, and grasp the ideological significance of the works.
3. Emotion, attitude and values: Educate students to keep a pure childlike innocence, and guide students to absorb the spiritual nourishment of daring to tell the truth. I designed the following teaching process: there is a dialogue introduction; Display of preview results; Overall perception, combing stories and analyzing characters; Cooperate to explore and understand the theme of the article; Expand training, continue to compile fairy tales and cultivate students' imagination; End the paper with a teacher's sentence and tell the students the truth of being a man.
(2) Guide students to learn the text with accurate questions.
In every link of this open class, I use questions to guide students to sort out the plot, analyze the characters and dig out the theme. For example, this fairy tale is long, and it is not easy for students to sort it out at once. I designed such a link: Please read the text quickly and silently, and tell me what this fairy tale wrote about "new clothes". The students speak freely. When they know the story, I throw another question: Who can finish this fill-in-the-blank problem quickly and accurately according to the story? Emperor's () new clothes-liar's () new clothes-minister's () new clothes-emperor's () new clothes-children's () new clothes. In this way, students can master the story quickly. When analyzing the characters, I designed such a link: [Award Ceremony] Now, please treat yourself as a judge and give awards to the characters in our article. There are four awards: the most ridiculous person, the most hateful person, the most despicable person and the most lovely person. Who will you give them to? Tell me why. As soon as the questions are raised, the students are very enthusiastic, which enlivens the classroom atmosphere and deepens students' understanding of the characters. Guiding students to learn texts with questions is a way I often use in Chinese teaching. It can stimulate students' thinking, cultivate students' language expression ability, and make students truly become the main body of learning.
(C) Let students become protagonists and give full play to students' main role. When entering the new curriculum, it is clearly pointed out that "students are the main body of learning", "teachers are the cultivators of students' learning ability" and "teachers are the guides of students' life". In this Chinese class, I use questions to guide students to learn, which not only makes students move, enlivens the classroom atmosphere, but also cultivates students' self-study, analysis, language expression and imagination.
(4) Pay attention to students, have clear goals and successfully complete teaching tasks. Students are the main body of learning, and teachers must always pay attention to students in class, which is conducive to creating a harmonious classroom atmosphere and helping students to concentrate and actively participate in teaching activities. Some teachers pay little attention to their students in class. The teacher above said that the students below can do whatever they want. The teacher doesn't know. After a long time, students are not attentive in class and have poor classroom discipline, which greatly reduces the effectiveness of classroom teaching.
Although I have made careful preparations for this open class, there are still many flaws. For example, the whole class seems to be tight first and then loose, because there is always concern that there is not enough time in class and it will delay the class. I remember teacher Li in the teaching and research section said when commenting on the class, try not to delay the class, and sometimes it is not a big problem to extend the class for a few minutes. I think it makes sense. Also, this link is not well organized. I asked the students to explore collaboratively around "What kind of emperor did the author create?". In fact, students will have one or two answers without discussion. If students are asked to write "I think this article created an emperor of something" first, and then get it for group discussion, and then choose a better one to show, perhaps the effect will be better. Moreover, the way to encourage students is too simple. Good children are boasted, and good students are encouraged by teachers. The new curriculum reform advocates encouraging, praising and affirming students, helping them enjoy the joy of success and building confidence in studying and studying Chinese deeply.
Only when people are constantly mature in reflection can teaching be continuously improved. This joint teaching and research activity of heterogeneous and effective teaching in the same class benefited me a lot, which not only exercised my courage, but also inspired me from the teacher's comments and realized my own problems in teaching. In my future work, I will continue to strengthen my study, improve my own quality and improve the effect of Chinese classroom teaching.
Reflections on the teaching of emperor's new clothes III. Description of teaching process
Through bold exaggeration and rich imagination, the fairy tale "The Emperor's New Clothes" wrote an ugly drama in which the emperor was tricked by a liar and streaked in the street. Depicted a group of stupid, hypocritical and self-deceiving characters.
After the students understood the main idea of the article, I designed such a question: which clue to use to write the article? My original intention is to make students clear their thinking: love new clothes, make new clothes, see new clothes, show new clothes, reveal new clothes and grasp stories. Then he pointed out that "new clothes" was a clue, and then he talked about the strange nature of "new clothes", which led to the emperor being cheated. Finally, the children "cheated" and led to the theme. To my surprise, as soon as I asked a question, some students answered loudly with "cheating" as a clue. I immediately thought that "cheating" should be literary, because everyone in the text plays the role of "liar" except children. From emperors, ministers to ordinary people, there is no fraud.
I immediately asked: Who cheated who?
Some people say that liars cheat the emperor, some people say that ministers cheat the emperor, some people cheat the emperor, and some people say that they cheat themselves ... The answer is good. Then I followed the cheater to design several questions:
1. Why do liars want to weave new clothes to cheat the emperor? (Find the relevant description)
2. How do scammers cheat step by step?
3. What roles did the emperor, ministers and people play in the process of derailment? Why are they afraid to tell the truth? What are their characteristics?
4. Why do children dare to tell the truth and expose the scam?
After solving the above problems, students guide nature to understand the theme, and the classroom has set off a climax.
Second, reflection.
One of the preset teaching objectives of this class is to sort out the clues of New Clothes and grasp the plot. Unexpectedly, some students in the middle said that "cheating" was a clue, which unexpectedly aroused thousands of waves, and the enthusiasm of the students was unprecedented. The unique discovery of students makes teaching develop in depth.
When preparing lessons, teachers need to "preset" some questions or topics that meet the learning requirements according to the actual situation of students. However, many problems in teaching cannot be presupposed, because students have their own knowledge, experience, thinking and inspiration, which makes the classroom rich, changeable and complicated. It can be seen that teaching is the contradictory unity of presupposition and generation. When implementing the teaching plan, when students' activities deviate from the "preset" of teaching, the promotion of teaching links must incorporate these changing factors, rather than sticking to the preset plan. Teachers must have a unique vision, be good at capturing these dynamic resources, and flexibly incorporate them into teaching design and apply them to teaching activities, thus improving teaching. Sometimes it can even achieve the effect of "inadvertently inserting willow into the shade".
Reflections on the Teaching of "The Emperor's New Clothes" 4 "The Emperor's New Clothes" is an article in Unit 6, Grade 7, Jiangsu Education Publishing House. The four writers in this unit are fantastic from heaven to earth, from things to people, from reality to the future. The genre of this article is fairy tales. According to the characteristics of fairy tales and the requirements of this paper, I set the following two goals: first, I should be familiar with the text, be able to retell the story and perceive the characteristics of fairy tales. Second, through reading, we can understand the personality characteristics of the characters and the profound ideological connotation of the works. Because of the length of this article, I arranged two classes. The first lesson solves the first goal, and the second lesson solves the second goal.
In the first class, from the teaching process and teaching effect, students have a better grasp of the goal. First of all, my lead design and some questions are very interesting, which stimulates students' enthusiasm for autonomous learning. After reading the text by themselves, students can not only tell stories, but also tell stories vividly according to the teacher's requirements. "Chinese Curriculum Standard" clearly points out that "reading teaching is a dialogue process among students, teachers and texts, and reading teaching emphasizes students' independent reading experience. "So, in teaching, I also let students choose the stories they want to read, choose the people they like to read, and read freely. And encourage students to have their own opinions and read aloud through practice. Students are more energetic when reading the text in different roles. They can accurately grasp the character, find evidence from the text, and express some views on the character according to their own understanding. In innovative reading, students play the role of reporters to ask questions, which not only reflects the understanding of the text, but also exercises the language expression ability, and the classroom atmosphere reaches a climax. It should be said that the teaching objectives of this class have been well implemented. Most students can form the habit of self-study, which also reflects the students' dominant position in the reading process. At the same time, it also shows me that every student shines with a spark of wisdom.
The Emperor's New Clothes is very attractive. Students love reading and can understand. On the surface, it is a shallow article. On the teaching of literary interest is to let students read out their interests, experience humor and realize rational interest. "Interesting" is not only to enliven the classroom atmosphere. Emperors and ministers are no longer flat and literal figures, but a bunch of vivid clowns. Guide students to study with a smile. Finally, taking advantage of the students' strong interest, I arranged a writing topic "The Continuation of the Emperor's New Clothes" and "After the Emperor's Parade Ceremony". What will the cheated emperor do when he returns to the palace? Especially for two liars and a kid who tells the truth. "A stone stirs up a thousand waves", arousing students' strong creative desire, strong interest in learning and endless aftertaste. Writing not only consolidates and deepens the knowledge in class, but also deepens the theme of the article. Reading and writing are closely combined, which not only gains knowledge, but also cultivates ability. Therefore, the design of this course follows the following principles: reading teaching should be conducive to students' understanding and perception of the text, to the improvement of students' Chinese ability and to the improvement of students' Chinese literacy.
Of course, in this class, I also realized that I have many shortcomings and need to improve urgently. When I realized the profound significance revealed by fairy tales, the question I designed was: "What have you gained after reading this fairy tale? (Multi-angle and multi-faceted thinking) I emphasize that it is a multi-angle and multi-faceted exposition, but students appreciate it from this humanistic perspective and from the perspective of single thinking. After class, from the feedback of homework-continuing to write the ending, most students can make good use of characters to write the ending. The students' mindset is that most of them write that the emperor continues to stubbornly wear new clothes, and finally the country is ruined. Although this ending is more in line with the development of the plot, it does not rule out that individual students are unconstrained.
Generally speaking, judging from the students' mastery effect, I can basically achieve the expected effect.
Reflections on the teaching of emperor's new clothes 5. The fairy tale "The Emperor's New Clothes" uses exaggerated techniques, gives full play to its peculiar imagination, mercilessly exposes the decadent feudal dynasty, and profoundly castigates the stupidity, meanness and hypocrisy of the reactionary rulers. At the same time, tell people to be childlike, selfless and fearless, and dare to tell the truth. Most students are not exposed to this fairy tale for the first time and have a certain understanding of its storyline. But this kind of understanding is still superficial, mostly staying at the level of a story. How to guide students to understand the hidden meaning behind such a fictional story, so as to re-understand the fairy tales they have seen before with brand-new eyes or thinking is the focus of this lesson. In order to achieve this goal, I mainly work hard from the following aspects:
1, independent inquiry, let students become the masters of the classroom.
In teaching, I try to be a guide for students, encourage students to find, ask and solve problems themselves, and make the classroom a democratic, equal, relaxed and harmonious teaching platform for students to explore independently. On the basis of reading the text for the first time, let the students talk about their feelings and experiences and ask their own questions. When students brainstorm in communication, they will bring their feelings and questions into the classroom, into fairy tales, stimulate the initiative of learning, and improve their ability to ask and analyze problems.
2. Learning methods make students become hunters of knowledge.
We often say, "It is better to teach people to fish than to teach them to fish". It is very important to teach students learning methods in teaching. As long as students are taught certain reading methods and trained on the basis of mastering these methods, they can form lifelong reading ability. When I understand the characteristics of the characters, I teach students to understand the characteristics of the emperor's ministers by studying the movements, languages, demeanor and psychology of the characters. Under the guidance of methods, students can easily understand the emperor's greed, selfishness, hypocrisy and stupidity. Officials flatter and please; I not only understood the content, but also learned how to understand the characteristics of the characters.
3. Read aloud fully and let the students experience the role.
In Chinese teaching, we should strengthen the training of students' reading, especially in this class. For this reason, in teaching, I let students read freely, silently and in different roles, so that students can explore the theme of the article on the basis of full reading. Especially when reading aloud in different roles, students express the characteristics of characters with different tones and feelings, which deepens students' understanding of the text.
4. Expand thinking and enrich students' imagination.
This article is a fairy tale, which fully embodies the imagination of the author's genius. To this end, I closely focus on this feature in teaching, so that students can understand the text and expand their imagination. For example, when a child exposes a scam, I ask the students to imagine what you would do if you were there. After learning the article, I asked the students to write a sequel, and the students would fly to Denmark with imaginary wings. Rich and subtle imagination will come from students' minds, mouths and pens.
Disadvantages:
1, time, role-based reading guidance is not in place, reading training still needs to be strengthened.
2. It is not enough in the classroom, and students have not really explored knowledge independently and cooperatively.
3. Students don't have enough understanding of fairy tales.
Reflection on the Teaching of "The Emperor's New Clothes" 6 After the open class of "The Emperor's New Clothes", I summarized and reflected on this class, and felt that there were three shortcomings:
First of all, the classroom lacks originality.
The Emperor's New Clothes is an old article. It can be said that the highlights that can be mined in the text are basically mined out. Before class, I thought about using the textbook drama to complete the teaching goal of this class. However, I gave up the idea because I didn't have time to prepare for the students and I was afraid that the students wouldn't cooperate well. In order to maintain the integrity and fluency of a class, I finally adopted the conventional teaching ideas. No wonder teacher Yang said after class.
Second, classroom analysis is not deep enough.
In the course of class, due to the large capacity and tight time, I spoke in a hurry, and some contents were not opened before. For example, the psychology and language of the characters in this text are very distinctive. Originally, when analyzing the plot, I wanted to interpret the characters' psychology through students of different roles, so as to understand the theme of fairy tales more thoroughly. However, because they were worried about the lack of class time, the students did not ask them to read more deeply when they found out the psychological and linguistic descriptions of the characters.
Third, the homework design is not reasonable enough.
The explanation of the text is simple, but the homework is difficult. For the continuation of The Emperor's Return to the Palace, students should be guided and communicated for a long time, so that students can better and more deeply interpret the text and understand the characteristics of fairy tales as a literary genre.
Teach and then know enough. In the future, I will focus on my own shortcomings, read more books on education and teaching, learn more from other teachers, practice more, study more textbooks and teaching methods, improve myself step by step, open up my own teaching ideas, make bold innovations in class, and form my own teaching style.
Reflection on the teaching of emperor's new clothes 7 With the promotion of "group cooperation" classroom mode in the whole country, in recent days, we have also introduced "group cooperation" mode in Haikou No.9 Middle School, trying to explore the "group cooperation" mode suitable for the local area of No.9 Middle School. "The Emperor's New Clothes" is a preparatory course about "group cooperation" mode, which incorporates many teachers' ideas and experiences. After class, students are generally more active and their enthusiasm for participating in the classroom is enhanced.
First, the change of teachers' role.
The application of "group cooperation" mode in this class has greatly changed the role of teachers. In the past, the classroom teacher was the protagonist, but in this class, the teacher gave the stage to the students. The teacher didn't explain too much, but more of a preview of the students before class. Compared with the ancient "classroom is a platform for preaching and teaching", this course is a "display platform for students' autonomous learning". For example, introducing Andersen's related works is mainly to test students' extracurricular reading. Only by reading a lot of Andersen's fairy tales can students master the content of this link well.
Second, the connection between tradition and modernity.
The content of this course includes what the traditional teaching mode needs to teach, which is more conducive to students' coping with exams. At the same time, on the basis of the traditional content, the content that disperses students' thinking and allows students to have their own ideas is added. For example, the design of the question "What do you think will happen when the emperor returns to the palace" allows students to have their own imagination after learning the text.
Third, students' cooperative paradise.
The mode of "group cooperation" needs to establish students' sense of cooperation, which requires giving students time to cooperate in class, so that students can gradually develop the habit of cooperative learning. In this class, the link of "Let the students summarize the personality characteristics of the characters in groups" gives full play to the collective strength of the students, so that the students with better grades can deepen their understanding through lectures, and the students with weaker grades can also leave some impressions through listening.
Generally speaking, "group cooperation" mode is a mode to create a learning atmosphere. No matter how different people live in the big environment, they will transform in the big environment and form a good learning atmosphere. Presumably, the students will not go too far.
Reflections on the teaching of "The Emperor's New Clothes" 8 In this activity, my teaching content is Lesson 26 "The Emperor's New Clothes" in the first volume of the seventh grade Chinese. This passage is old in both old and new textbooks, but it is also a typical fairy tale. Therefore, according to the characteristics of fairy tales, I have designed the following teaching links, focusing on plots, characters and themes, and taking the understanding and exaggerated imagination of fairy tales as teaching difficulties:
(1) Introduce new courses with fairy tales and fairy tale characteristics;
② Reading the text for the first time and perceiving the story as a whole;
③ Study the text and analyze the characters. In the process of learning, teach students to grasp key words and analyze the methods and skills of characters from exaggerated writing, language, movement, expression and psychological description. Under the guidance of teachers, students learn independently, cooperate with each other and interact with teachers and students;
④ Questioning and exploring, summarizing the main idea. Pay attention to group cooperation and inquiry learning;
⑤ Summarize writing methods and expand training. Guide students to use imagination and exaggeration, as well as characters' language, movements, demeanor, psychological description and other writing methods to continue writing stories. The teaching time is two class hours.
In these two classes, I have done the following work:
1, based on the three dimensions of Chinese classroom, pay attention to the implementation of basic knowledge, teach students the methods and skills of reading texts, improve students' ability to read texts, and infiltrate ideological education by summarizing the theme of articles.
2. In order to reflect the subjectivity of classroom students, we should take autonomy, cooperation and inquiry as learning methods, highlight key points and break through difficulties.
3. Starting from cultivating students' listening, speaking, reading and writing abilities:
① Cultivate students' reading ability by instructing them to read silently, in chorus, listening to the tape and reading the text in different roles;
② Cultivating students' listening and speaking ability through teacher-student interaction;
③ Develop students' writing ability through thinking development training.
But there are also some regrets:
1, I was a little nervous at the beginning of the first class, so the sound was not loud enough, but it became a good state after a few minutes;
2. In the second class, when analyzing the characters such as swindlers and officials, I gave the students more time to communicate, so in the next class, because the time was hasty when reading the text according to the role, the students did not participate in the reading process, and I failed to give guidance and comments in time;
3. Students' writing training time is only 8 minutes, and the effect is not very good.
Through this activity, I am deeply touched. To have a good class, we must do the following:
1, teachers should first study textbooks and teaching reference materials independently and thoroughly understand the text.
2. Prepare lessons collectively, brainstorm and design a better teaching process according to the actual situation of students.
3. Teachers should have the ability to improvise and control the classroom.
4. Teachers infect students through their own personality charm and unique advantages, and stimulate students' interest in learning. Such as standard Mandarin, neat and beautiful blackboard writing, humorous language, generous and friendly teaching style and so on. In the future teaching, I will work towards these goals and constantly improve my classroom teaching level.
Media and technology are the key factors and the foundation of distance education. Really or not?
Right, right
Ⅱ. Media and