The original text of Oak by the Road
Between the two big cities in the north and the south, people are going to build a highway. This road will be wide, flat and beautiful.
Road construction has begun. One day, the workers came to the field where there was a small shrub. When the engineer indicated where the future road should be paved, the workers buried the drain pipe in the soil.
Suddenly, the workers stopped and put the drain pipe on the ground. There is a tall oak tree where the road should extend. It is so thick and straight, like a sentry on the grassland.
The engineer came to the workers, and he said nothing to them. The workers were also silent. The engineer looked at the road construction plan for a long time, then turned to the oak tree and sighed. The workers also sighed heavily.
"The plan [hu4] cannot be modified." The engineer said.
"Oaks can't be cut down." The workers said.
The engineer took out a wedge, walked 0/00 meters away from the oak tree/kloc-and drove the wedge into the ground. "No one will blame us now." He said softly.
Several years have passed, and a wide asphalt highway extends from north to south. It is as straight as an arrow, but it bends into a horseshoe in only one place.
People passing by by by car unanimously praised: "Those who build this road must have a noble heart."
Reflections on the teaching of the text "Oak by the Road"
I took part in the text "Oak by the Road" today. This is the text of the sixth textbook of People's Education Publishing House, written by the famous educator Sukotalinski. Considering that the teaching content should be basically completed in one class, I chose this short and pithy text for the fourth grade children. Although the teacher who commented on the class gave me a lot of encouraging words, I remembered a sentence from Shakespeare: keep your own judgment! In order to encourage me, the teacher tried to talk about the advantages. I know there are some regrets in the process of teaching implementation. This only shows that my on-the-spot adaptability is not strong enough, and my on-the-spot regulation ability needs to be strengthened. Thinking and practice are shortcuts to maturity.
I think if I can film all my teaching process and look at it from a bystander's point of view, I will definitely see my shortcomings more clearly. The biggest problem in teaching is: how to implement students' dominant position and truly follow the study.
The students' reaction in class is different from what I expected in many places. Everyone's understanding of the text is diverse and varies from person to person. This determines that teachers must be keenly aware of their own thinking process, extract the most worth exploring teaching problems from complicated information, lead students to wander back and forth in the text, guide students to solve problems in their hearts through their own thinking, perception, experience and imagination, and organically combine learning with teaching, presupposition and generation. No matter how far the kite flies, the "thread" is always in the teacher's hand. In teaching, I originally wanted to use the central breakthrough method to guide students to understand the full text, but because I omitted the link of letting students say their feelings, I naturally could not lead to the central sentence. Moreover, from the psychological law of students' reading, it is not the last sentence that students are confused about, but the silent words written by engineers and workers. I obviously lack the teaching wit to predict students' learning situation and adjust strategies in time. I think before discussing the question "Why do workers and engineers sigh", students should be made clear what the shape of "horseshoe" is, so as to have a preliminary summary and understanding of the meaning of the text. Is it necessary to let this tree, or cut it down? This question can stimulate students' argumentative thinking more effectively and make them more interested in learning.
Therefore, teaching should be fully presupposed, and the process of teaching the same teaching content in different classes is different. The most important thing for a teacher is the flexible control ability on the spot. There are still many problems in details, such as being a little nervous at first, indicating a lack of practical training experience; The operation of multimedia courseware is not flexible enough, which leads to the careless release of the next slide in advance; Imperfect control of time leads to extra tens of seconds in teaching and allows students to ask questions, which makes the teaching end back to the starting point; Although the design of blackboard writing is quite innovative, considering the time at that time, the words "harmonious picture scroll" were omitted. I think if it is added, the effect may be better.
In short, in the process of hard work, we will improve ourselves, and engaging in projects is the same as attending classes. I remembered a friend's words: Be a thinking reed! In this process, we feel happy! At the same time, I also want to thank our big collective of unity and cooperation.