Reflections on the Teaching of Chinese Voice of Nature 1 This is an easy-to-understand, lively and interesting text. When I teach, I guide students to enter the state, imagine, read beautifully and feel deeply, so that students can really walk into nature, experience nature, discover nature and inspire their feelings of loving nature.
In addition, in the teaching of this article, I also pay attention to guiding students to understand the writing method of this article. The first paragraph of this article is the central paragraph and the general paragraph of the whole article. After learning the text, I asked a question: which paragraphs of this article specifically wrote the Voice of Nature? The students immediately replied: 2-4 natural paragraphs specifically wrote wind, water and animal sounds. I continued to ask: which paragraph in the text is more general? The students soon discovered the first natural paragraph. I inspire students to think: What is the relationship between the first paragraph and 2-4 paragraphs? The student thought for a moment and said, Write 2-4 paragraphs around the first paragraph.
I have praised them for their brains and told them that the first paragraph is the hunger center of this article, and it is the first paragraph, at the beginning of the article, so it is also called the general paragraph. Then I tell the students that the whole sentence and the central sentence also appear in paragraphs 2-4 of this text, and see if you can find them. The students' thirst for knowledge was stimulated. They actively read the text and thought, and found the central sentence and the general sentence at once.
In the teaching of this article, there are many problems that should not appear, and the direct causes of these problems are:
1. The teacher doesn't have enough research on the textbook and is not familiar with the article.
2. There is no serious preparation for preparing lessons, and many interlanguages are too blunt in the teaching process to play a guiding role.
3. The teacher's language is not standardized and rigorous.
Response measures:
1. Pay attention to the standardization of language in class.
2. Study lesson plans before class, and pay attention to cultivating students' autonomy when designing lesson plans.
3. Attention should be paid to details when preparing lessons, and the design of interlanguage is in line with the learning situation of students in this grade.
Reflections on the second part of the teaching of the Voice of Nature in China; Today, I attended the second class of the Voice of Nature, and the whole class gave me some unsatisfactory feelings.
Then I analyzed the reasons myself. I didn't motivate students at first, and I didn't motivate students well in the course of class. In fact, I could have said something encouraging to improve the classroom atmosphere, but I didn't do anything at that time and kept following my own progress.
So that in the end, students' interest dropped to a very low level, and the atmosphere of the whole class seemed a bit dull. In fact, this text is very interesting and should be of interest to students. However, due to my lack of mobilization, the students' mental state is not good, and today's class is not ideal.
In the afternoon, when I was taking elective courses, I specially chose the after-class exercises of this text as the teaching content. I didn't do much preparation, but with the full cooperation of the children, I got some new gains.
In this class, I asked the students to write a paragraph around the sentence "Birds are singers of nature". First, let the students grasp the key words "bird" and "singer" in this sentence, which is obviously the voice of writing birds. So what kind of voice can be a singer? What will happen to the birds' songs?
The children replied that the sounds of birds may be big or small, high or low, fast or slow. A bird and a group of birds make different sounds, and different birds make different sounds. So I gave the students two writing angles. The first angle can be written from what a bird sounds like and what songs it sounds like, and then write what a group of birds sound like and what they sound like. Or to put it another way, different kinds of birds make different sounds.
One of the children wrote: Birds are singers of nature. When a bird sings alone there, its voice is chirping, so cute and naughty. When a group of birds sang together, the chorus of birds began in the forest. Sometimes it's loud, sometimes it's small, sometimes it's high, sometimes it's low. In this way, from a solo of a bird to a chorus of a bird, the sound is so loud and wonderful. I really like the songs of birds!
I took three classes around a text, but I felt very different, sometimes good and sometimes bad, running around like a roller coaster. Classes may also have the so-called time, place and people!
Reflections on the teaching of the third part of the Chinese Voice of Nature This text compares the wind, water and animals in nature to musicians and singers, and depicts the wonderful music in nature through images and vivid voices, which makes people love nature. The sound is wonderful.
The structure of the words in the paragraph is divided and written in the paragraph with this structure. The full text revolves around the first natural paragraph, and the second, third and fourth natural paragraphs introduce three musicians in nature respectively. There are many writing methods worth talking about in teaching this text. First, the structure of the article is the general structure that children can imitate. Second, the second paragraph is written in a comparative way, so that children can feel the difference between breeze and gale in repeated reading, and children will remember this writing. The third is to use the most authentic writing method to let children find the characteristics of this writing method in reading, and then learn to write on this basis. I believe that most children will use this writing in the future. Fourth, the fourth paragraph uses parallelism to review the characteristics of parallelism sentences, so that children can remember that only three or more sentences are arranged together.
Reflections on the Teaching of Chinese "The Voice of Nature" Part IV: The text is well-structured. The first natural paragraph generally States that "there are many beautiful sounds in nature", which is the beginning of the article. The second, third and fourth natural sections are constructed by the total score, and the sounds of wind, water and animals are introduced.
Therefore, I started teaching with "what is nature" as the main line. In the group report, I focused on guiding students to learn the "sound of water" in the third paragraph, grasping key words and key sentences for reading and understanding, and then observing the sentence pattern of "thimble", "The brook gurgles to the river, the river gurgles to the sea, and the sea surges.
In the other two natural passages, I used the process of putting it in the air. The writing of The Voice of the Wind focuses on comparison, and the animal's voice uses the method of parallelism, which shows the charm of sound. I intend to cultivate students' ability of independent reading and unity and cooperation.
Finally, return to the full text and guide students to discover the structural characteristics of the full text and the structural characteristics of the second, third and fourth natural paragraphs, so as to have an overall grasp of the full text.
Chapter 5 Teaching Reflection of Chinese Voice of Nature At the beginning of the class, I emphasized the class rules to the students, and the whole class will lose points if they don't raise their hands once. Raise your hand once or twice and more than three times, respectively, will have different degrees of conduct points.
In class, it is introduced by the voice of nature. Please listen to the children. What sound do you hear from these sounds? It may be because the voice introduction at the beginning of the class attracted the children's attention, so from the beginning, the children were absorbed in the class.
When learning words, I first showed two rows of words. In the process of inviting two students to communicate, I gave them encouraging comments, and after the first student taught reading, I found that the children's voices were very loud, even a little noisy, so I reminded them with the help of three words in the words I showed. These three words are "tenderness", "feeling" and "excitement". I remind children not to get too excited when reading. They don't have to be so loud, but they can be gentle and learn to feel these words with heart. This reminds me of what Director Li said about combining the content of the text with his own teaching evaluation.
Speaking of the word "Qin", the word that appears is accordion. I asked my classmates randomly, what other kinds of piano do you know? The students listed the violin, piano, electronic organ, huqin, harp and so on. This is actually guiding students to learn how to classify words, which is also inspired by the word "flower" mentioned by Director Li. When teaching "flowers", you can ask students what other flowers you know, and students may answer roses, chrysanthemums, sunflowers and so on. Then the teacher concluded that these are different kinds of flowers; Then ask the students which colors of flowers you have seen. Students can answer red flowers, white flowers and blue flowers. Then the teacher decided that these were flowers of different colors. You can also ask students what parts a flower consists of, such as petals, stamens, seeds, etc. Finally, you can ask your classmates what you know about flowers in life, such as sparks, splashes, heart flowers and so on. Guiding students to learn to classify words is actually a kind of thinking training for students.
In the process of saying new words that I can write, I abandoned the way I told students before and changed the whole process to students' own sharing. First, let students observe the structure of all new words, make clear the structure of new words and classify them, then let students carefully observe which new words are easy to make mistakes, and talk about the places that are easy to make mistakes. Finally, I think it is necessary to write new words and guide the whole class to short the book together.
Throughout the class, I feel that the classroom atmosphere is very pleasant, and the whole class is very smooth and comfortable. I analyzed the reasons. First, the students were aroused by me at first. Second, throughout the class, I have been encouraging students to evaluate, and the evaluation is no longer as monotonous as before; Third, the whole process is completely self-taught by students and guided by teachers. What I haven't done well is that I haven't made a basic review of the reading of the text.