Reflections on the Teaching of "Country of Ranch" 1 This article is the second text in the sixth group of "Going into the countryside and loving the countryside" in the second volume of the fourth grade of People's Education Press, and it is a skimming text. The text vividly shows the pastoral scenery of the Netherlands, which has a good reputation as a country of water, flowers and pastures. The text is like a beautiful prose poem, which focuses on the rich, quiet and leisurely interest and artistic conception of the Netherlands as a pasture country, making people linger in this artistic conception.
I chose this course as a seminar for the teaching and research group because I have listened to a teacher's lecture and have many ideas, such as thinking about teaching breakthroughs, thinking about classroom teaching strategies, thinking about improving students' ability, thinking about skimming text teaching and so on. So I decided to try it myself. However, the first teaching was not satisfactory, especially the practice of grasping time, what to omit and what to pay attention to in the teaching of skimming the text, so this course was born under the joint discussion of the teachers in the grade group. In teaching, I mainly want to carry out this idea:
Ignore the teacher's explanation and pay attention to the students' feelings. In the teaching of this course, I started with practice and saved many teachers' explanations. For example, after the teacher shows the animal names, let the students talk about the animals they found, such as "black-flowered white cow, white-headed black cow, black cow with white waist and blue mouth, calf, old cow, steed, sheep, pig, chicken and long-haired goat", so that the students can find many kinds of animals, especially cows. Then I used a word collocation exercise to let the students find that "there are not only many animals, but also their lives are free. They are the owners of the pasture." So as to go deep into the text, feel the sentences of animals living freely, and enjoy themselves in the process of reading sentences.
Ignore a series of questions and pay attention to students' reading aloud. In the teaching of the whole text, "What is the real Netherlands?" This is the main problem in starting teaching. According to the total score structure of the text, I realized several times that "this is the real Netherlands!" This central sentence omits a lot of trivial questions, effectively avoids cross talk, returns time to students, and allows them to fully read the content since the enlightenment. In the fourth class, I ask students to find sentences that make you feel quiet in the pasture and read out this feeling of silence. Through students' independent reading, old teachers' reading and girls' reading together, students can fully contact and feel the text. After the students finished learning the text, the beautiful language in the text left a deep impression on the children.
Ignore the analysis of language and pay attention to the guidance of expression. With the full understanding of the text and the practice of reading aloud, the students have a deep yearning for the beautiful scenery of Holland. So, I showed my children many pictures of the Netherlands and refined the expression of the article, so that they could try to introduce the beautiful scenery of the Netherlands to everyone. And created a situation as a commentator for the Dutch pavilion of the World Expo. The children are full of interest and express themselves well.
Listening to classes is always a regrettable art, and I hope my colleagues will give me more valuable advice.
Reflections on the Teaching of "The Country of Ranch" Part II: The Country of Ranch shows the unique features of the Netherlands from the perspective of the country of Ranch. The text depicts the vastness, tranquility and harmony of Dutch pasture during the day and the tranquility, quietness, mystery and implication at night. The focus of this text is to guide students to understand the characteristics of Dutch pastures, experience the use of metaphors and personification, and feel the vividness of language.
When I was teaching, I mainly grasped the praise "This is the real Holland" that appeared four times in the article as the clue of the article, and through emotional and various forms of reading aloud, let students feel the characteristics of the language and appreciate the beauty of the Netherlands. In the introduction, I use a group of pictures of Dutch scenery to stimulate students' yearning for the scenery of the country of pasture, so as to reveal the theme.
In the process of reading the text carefully, I closely focused on "This is the real Holland", making students realize that the pasture is the kingdom of black and white cows, flocks of horses, sheep and pigs, and it is the tranquility of the Dutch night. In guiding reading, I mainly guide students to understand the characteristics of anthropomorphic sentences and pay attention to the priorities of intonation according to different contents. For example, in the fourth paragraph, the author showed his love for sheep and pigs. I asked the students to use their imagination and tell what they thought and did on the pasture. On the one hand, students can better understand the role of anthropomorphism in this natural passage, on the other hand, they can better understand the leisure of these livestock in the pasture. At this time, students can better integrate their hearts into the artistic conception described in the article, thus sending out the sincere feelings of "this is the real Holland".
In the fourth paragraph of the communication, "Black pigs keep snoring, as if to show their approval for something", I asked, "What are these pigs probably talking about?" The children raised their hands high: "Holland is so beautiful that I want to live here all my life." "Eat well here and sleep well. Never leave. " "Although I am regarded as a greedy and lazy animal elsewhere, I live happily here. I am the master here. "
Every time I appreciate a painting, I sum it up appropriately: "Fat steeds, vast Yuan Ye, canals full of weeds, that is-"The children tacitly said together: "The real Holland!" I can't help laughing. Over the past year, the children have become familiar with my teaching style. Although there are many students who used to worry and think, many children who used to hate to keep their mouths shut, and some students who didn't do their homework were very angry, after nearly a year of getting along, our running-in has reached the point of "heart-to-heart". From their little hands held high in class, wonderful answers and excited faces, I can read their love for Chinese class.
There seems to be no fixed method for teaching. If a teacher really likes an article and really reads it thoroughly, he can find a lot of "China things". When we integrate the unique understanding of teaching materials into the teaching design and lead the children to "feel, read, accumulate and use" the Chinese journey, we will complete a life course with the children.
The third part of "The Country of Ranch" is a reflection on teaching. After class, I don't feel very good. Later, after careful consideration, I realized what the shortcomings of that class were. The key is that the communication between students and the text is not enough. In other words, students can't read the text thoroughly. Although I gave the students time to read, there was still not enough time. Of course, the teacher's reading guidance for this class is not in place.
Curriculum standards clearly point out that Chinese teaching is not only a dialogue between teachers and texts, but also a dialogue between teachers and students, and the dialogue between students and texts cannot be ignored. How to realize this dialogue should be read aloud to students in class, so that students can learn while reading. Some people say: analyzing the text is to let the text dive into the water, while reading the text is to let the content surface. I think this sentence vividly illustrates the role of reading teaching in reading teaching. But how to read, just let students read it repeatedly, is definitely not enough. This reflects the leading role of teachers. How do teachers guide students to read aloud? This has always been a difficult problem for me. Seeing that many teachers are doing well, it is worth studying hard. Like teacher Wang Limin, classical Chinese reading is instructive, interesting and interesting; Teacher Lu grasped the key sentences and asked the students to taste the sentences carefully and read them with passion. Last year's Tree, taught by Wang Rui, caught four dialogues, each with different situations, so students read it with different emotions. She (he) let me know that this is the real reading teaching. Reading makes reading teaching rich and colorful, and makes reading enter students' hearts.
In the face of generative classroom, teachers' educational wisdom is highlighted. At this point, I still feel inexperienced. Say to the students, "Will horses get married?" "Sheep in Love" and "I Smell Gasoline" are some alternative interpretations of the text, which can be said to be anti-text interpretations, and teachers' educational tact has not been well reflected. Now calm down and reflect on these questions, I know I have not grasped these interpretations. If I had guided it well, it might have been the highlight of this class. For example, Sheep in Love. If I fall in love with sheep at the right time, I will "get married" here and have children. Doesn't this mean that animals live leisurely here? What a good resource! What a pity that I didn't catch it! Another example is "I smell gasoline", which can guide students at that time. Under the circumstances, could I smell gasoline? Students will definitely have their own unique opinions, which I missed. What a pity! Of course, the formation of educational tact is not achieved overnight, which requires the accumulation of teachers' culture and the precipitation of experience, which is the deficiency of their youth.
Reflections on the Teaching of "The Country of Ranch" Part IV "The Country of Ranch" is a prose poem with beautiful artistic conception. This paper describes the rural scenery of the Netherlands, which is called the country of water, the country of flowers and the country of pasture. Between the lines is filled with quiet and leisurely interest and artistic conception, which makes people move.
The purpose of teaching this article is to lead students to feel the harmonious, beautiful, quiet and leisurely rural scenery in the Netherlands and the author's love for nature.
First of all, I warmly introduce, and then let the students introduce the collected information about the Netherlands, so that primary school students can have an overall understanding of the beautiful Netherlands. Stimulate students' internal learning needs, and then reveal the topic. Check the students' preview and feel the content of the text as a whole. What is the overall impression of the Netherlands? Summarize it in short words and write it on the blackboard. The students' enthusiasm was aroused and they spoke enthusiastically. After a while, the main content of the text appeared on the blackboard under the students' blackboard, and the beautiful scenery of Holland appeared in front of the students, which stimulated their interest in independent reading. Next, enter the question-and-answer session. Students revolve around "why is Holland called the country of pasture?" From those statements? " Start an exchange discussion. Around "This is the real Netherlands", let students understand that the pasture is the free kingdom of all animals, and they are the real masters of this kingdom, which is the harmonious unity of Dutch animals, environment and people. Finally, it comes down to the last paragraph of the text "This is the real Netherlands". Adhere to the pastoral screen selection and infiltrate some text descriptions. Along the way, the class was smooth, organized and well-organized. In the teaching process, we should grasp the key points of the article and embody the training of reading aloud, so that students can feel the whole in reading, feel things in reading, cultivate a sense of language in reading and be infected by emotions in reading.
The article reveals the author's love for Dutch pastures everywhere, especially for cows, horses, sheep, pigs and chickens living in them. Only when you really integrate into the text can you read with emotion. Therefore, in teaching, I pay attention to the use of various forms of reading aloud, so that students can feel the characteristics of language, understand the beauty of Dutch pastures, and stimulate the feelings of loving nature. I seem to be in the vast pasture where Dutch animals live in harmony with nature, enjoying the beautiful picture scroll, intoxicated with the scenery in front of me, and sending out the sincere feelings of "this is the real Netherlands". In particular, "This is the real Holland" appeared four times in the article. On the basis of fully mastering the content of the text, students can read these four sentences step by step to achieve the effect of humanistic integration.
Finally, in the study package, I asked the students to exchange their collected pictures and written materials. The Netherlands is a country with water, flowers and windmills, and then show them picturesque pictures through multimedia courseware in time. The students were once again fascinated by the beautiful scenery in the Netherlands, and the praise of "wow-wow-"in the classroom was endless. This lesson has received an ideal teaching effect.
Reflections on the Teaching of "The Country of Ranch" Part V "The Country of Ranch" is a text in Unit 6, Volume 2, Grade 4, the standard experimental textbook of compulsory education curriculum published by People's Education Press. The full text revolves around the vastness, tranquility and harmony of Dutch pastures during the day and the tranquility and silence at night, showing a beautiful and charming natural and harmonious landscape. The language in this paper has its own characteristics. It uses anthropomorphic descriptions to render situations and express emotions. In the subject integration teaching mode, when dealing with teaching materials, I start from the following aspects:
Release the preview task before class, and upload relevant materials in the resource center to understand the students' preview situation.
Senior articles are long and profound, involving a wide range of knowledge. If students don't finish the preview task carefully before class and form good preview habits, it will take a long time to solve a problem in class, and even many problems will be difficult to solve without consulting the materials. If you prepare well before class, many teaching contents of a text can be put before class and solved in the preview. If we spend a little time in class to check students' preview, teachers can grasp the key and difficult points and carry out targeted teaching. Students can spend more time on the key and difficult points of students' text learning by previewing the knowledge they have mastered, thus improving classroom efficiency. However, for a long time, it is difficult for teachers to effectively supervise students to complete preview tasks through effective means. With the support of information technology, students can be effectively supervised to complete the preview task. The teacher pushes the preview task to the students' tablets before class. After receiving it, students should complete the preview task as required. Take this lesson as an example. After students draw according to the text, they will take photos and upload them. The pictures drawn by students in the preview turn words into pictures and deepen their understanding of the text. When students read the text aloud, they can record their reading and upload it through the recording function. Upload the found Dutch landscape information to the resource center. As long as students submit their homework, teachers can enter the resource center to check the students' completion and grasp the students' preview in time. At the same time, students can also check each other's previews and share resources.
Second, use the speed of information technology to detect the preview of new words.
Vocabulary teaching plays an important role in Chinese teaching. As a skimming text, you don't need to explain all the words, but the basic reading requirements must be met. The teacher gave the students word exercises and asked them to answer. Using the fast statistical function of information technology, students can count mistakes when completing exercises, which can help them understand difficulties more conveniently and solve exercises with high error rate. It makes learning more intuitive and greatly improves classroom efficiency.
Third, pay attention to reading comprehension and highlight the taste of Chinese.
The new curriculum standard of primary school Chinese points out: "Reading teaching should pay attention to students' unique and personalized feelings, experiences and understanding; Pay attention to edifying infection, imperceptibly. "To do this, we must pay attention to reading. However, in the process of subject integration, there is often a phenomenon of going too far, which makes the characteristics of the subject completely submerged in the "Wang Yang" of technology, and the classroom becomes a pure display of information technology. The country of pasture is a prose with beautiful language, which requires students to feel the tension of words and understand the artistic conception of words by reading aloud. In order to avoid the phenomenon that the subject characteristics are not prominent, I highlighted the reading part in the design teaching. First, let the students read the text in two groups, and then let the students read the text in the background music. In reading aloud, the students relaxed their mood, and the whole classroom was silent, as if they had come to the countryside of the pasture and became one of them. The charm of the combination of writing and reading teaching is fully manifested.
Fourth, answer the names drawn by the students to increase the interest in the class.
Einstein once said: "Interest is the best teacher". Only when a person is interested in something will he have a positive desire to explore and take the initiative to participate in learning activities. In Chinese teaching in primary schools, how to create an interesting classroom and make students interested in what they have learned? In order to make the class more interesting, I used the answering function in information technology. The teacher enters the preview resource center, calls out the works drawn by the students according to the content of the text and projects them to the students. Students answer the name of the painting through the answering machine on the tablet computer. Through this link, students not only deepen their understanding of the text content, but also enliven the classroom learning atmosphere, so that students can feel a kind of learning happiness.
Fifth, group cooperative inquiry learning, highlighting students' subjectivity in class.
I will "guide students to understand the characteristics of Dutch pastures;" Experience the clever use of the author's personification technique. "As the focus of this class, in order to break through this difficulty, I designed group cooperative inquiry learning. Ask each group to find all personified sentences in the text, and then have a group discussion to complete the relevant questions. Teachers issued a group cooperative learning requirements: "Group cooperative learning requirements:
(1) Team members find out the anthropomorphic sentences in the text, and the team leader marks the anthropomorphic sentences on the e-book.
(2) Group discussion: Which words in each sentence are anthropomorphic?
(3) What do you feel through these anthropomorphic sentences? Reminder: After the discussion, the team members should sit up straight and the team leader should raise his hand. Let's compare which group runs fastest. The requirement of "group cooperative learning" also highlights the sense of unity and cooperation. The division of labor between the team leader and the team members requires the tacit cooperation between the two sides in order to complete the learning task in the shortest time. In this link, something happened that surprised me. A small group of students actually let them directly enter the teaching resource database and directly extract all the information of anthropomorphic sentences prepared by teachers. I have to change the teaching process in time. The accident prompted me to think further. With the development of information technology today, can teachers disclose all teaching resources to students, so that they can choose useful resources and solve problems in groups? Instead of putting students under the actual control of teachers. Perhaps, a completely open classroom will be more exciting, more unexpected things will happen, and all students will "live". ...
Sixth, a class, vote for anthropomorphic sentences and test the learning effect.
Mr. Ye Shengtao once said that "writing is just an example". I often think that the Chinese knowledge that can be constructed by students must not be the specific content of a class, but the gradually cultivated Chinese learning ability and Chinese learning method. In every Chinese class, we should pay attention to the improvement of students' Chinese learning ability and the acquisition of Chinese learning methods to help students gradually complete an effective cognitive system. This way may be the best interpretation of Mr. Ye Shengtao's "the text is just an example".
The anthropomorphic sentences in the article have become the starting point and carrier for me to lead students to taste the words and experience the artistic conception of the article. In line with the concept of one lesson and one harvest. At the end of the class, let the students pick out the anthropomorphic sentences in the eight sentences and review the methods of judging anthropomorphic sentences to make the class solid. For the wrong sentences, the teacher asked the correct students to act as small teachers and explained the methods of judging anthropomorphic sentences to other students.
In short, I try my best to fully respect the students in this class. In order to give full play to students' subjectivity, students still have some shortcomings through practice, and the handling of some learning methods may not be accurate and in place. In the future teaching practice, I will continue to study and explore.
Reflections on the Teaching of "Pasture Country" 6 This is a beautiful essay, but I think it is scattered. For a while, I wrote about cows on the grassland and horses on the lowlands, and later I went back to the grassland to write about domestic animals such as chickens, ducks and sheep. At the same time, I introduced how people milk cows. Finally, let me talk about the tranquility of the Dutch pasture, so I haven't fully realized the beauty of the pasture, milking and transporting milk. However, I just think this article describes Dutch pastures very beautifully and the language in the article is also very rich. I think American writing should be beautiful, with reading as the center, with reading promoting enlightenment and understanding, and then guiding students to have a good feeling and experience on the basis of reading.
After careful consideration, I decided to take the first section as a breakthrough, so that students can understand the text and feel emotions in reading. Holland is a country with water, flowers and pastures. After reading the first lesson, I asked the students to tell me what you read from this sentence. The students expressed their opinions according to their own understanding, saying that from this sentence, we can know that Holland is a beautiful country because there are water, flowers and pastures here. When answering this question, some students added that the Netherlands is still a country of windmills, because the Chinese workbook specifically introduces windmills. After listening to the students' answers, I immediately said that since Holland has so many good names, I should find out how the book introduces it as a country with water, flowers and pastures, and underline the sentences I found. Then let the students read the text freely. So students start with this kind of problem as a whole, read the text carefully and find the answer from the text.
In fact, Holland is a country of water and flowers, which is easier for students to understand. However, it is not easy to find the correct sentence in the country of pasture, because the text covers a large area, and basically every natural paragraph is introduced, including cows, galloping horses and many lovely domestic animals. At that time, I asked such a question, which animal do you prefer? You can catch some key words and express your understanding. According to their own understanding of various animals and descriptions in books, students can also be specific. On the basis of the lecture, I let my classmates understand that the pasture is the free kingdom of all animals, and they are the real masters of this kingdom, the masters of the harmonious unity of Dutch animals, environment and people. Finally, it comes down to the last section of the text. This is the real Holland. I think this will give students a very clear idea. The first section of the text leads to the content, and the last section is a simple summary. Through the description of several scenes, the Dutch customs are displayed in front of us.
Reflections on the teaching of "The Country of Ranch" 7 The Netherlands is a country with water, flowers and pastures. The Netherlands is a fascinating and beautiful country. The author describes the beauty of the Netherlands with gorgeous and beautiful sentences.
The first element of reading teaching is "reading". Reading is a process of cooperative learning, self-learning and self-improvement. We can cultivate students' Chinese literacy by guiding them to read comprehensively, cumulatively, experientially, expressively and interestingly.
Understanding is the core of reading, just like water and nutrients absorbed by roots can be sent to branches and branches through "main stems" or "trunks" to make them grow leaves, blossom and bear fruit. An article should be read well and smoothly, understand the meaning of words and phrases, understand the skills of language expression, and understand the beauty of layout and planning. The new curriculum standard clearly points out: "The focus of reading teaching is to cultivate students' ability to feel, understand, appreciate and evaluate". And this "ability to feel, understand, appreciate and evaluate" can only be obtained through in-depth reading experience. Experiential reading is to guide primary school students to chew the "taste" of language and experience the emotion of language and text when reading. Experiencing reading is to guide self-enlightenment, develop personality and pay attention to overall perception. When reading Express Feelings, we should guide primary school students to flow into the works, gallop their imagination and resonate with the author. In this class, I try my best to guide students to read in their favorite way, to read the text in a simple way, to immerse themselves in it, to have a spiritual dialogue with the author through language, to grasp the main idea of the article, to understand the way of being a man, and to understand the writing skills and expression methods of language. Or read aloud, and convey the inner feelings and meanings of the work through reading aloud. From reading, I can slowly feel the scene of animals living freely in the pasture. As long as students can feel the harmony and tranquility of the pasture between the lines and the leisure of sheep and pigs, the feelings conveyed by this skimming text have penetrated into students' minds. In the process of reading, guide students to imagine the picture with sentences and sublimate their feelings. After reading aloud in various ways, the whole class will exchange their favorite parts, talk about the reasons that attract you, and finally integrate their feelings into reading aloud, reading aloud-experiencing-reading aloud repeatedly, and finally achieve the learning goal.
Reflections on the Teaching of "The Country of Ranch" Part VIII "The Country of Ranch" is a prose poem with beautiful artistic conception. The article vividly shows the rural scenery of the Netherlands, which is known as the country of water, flowers and pastures. The purpose of teaching this article is to lead students to feel the harmonious, beautiful, quiet and leisurely rural scenery in the Netherlands and the author's love for nature.
At first, I stimulated the students to guess what food is displayed on the screen, and then led to "Dutch beans", briefly introduced, and conducted a patriotic emotion education with the lens: No matter how beautiful the outside world is, don't forget that you are from China, and then further led to the topic. Then I show the first paragraph of the text, so that students can perceive the characteristics of the Netherlands as a whole, and show the scenery of the country of water and flowers with pictures, so that students can have an overall understanding of the beautiful Netherlands. Inspire students to understand the internal needs of the Dutch "country of pasture" characteristics.
When teaching the main part of this text, first of all, I adopt the way that students read by themselves since enlightenment, so that students can perceive the content of the text as a whole, summarize what impression the Netherlands has left on you with short words, and write on the whiteboard with whiteboard notation mode. After a while, the beautiful scenery of the Netherlands appeared in front of the students, and their enthusiasm was mobilized, which also made them fully feel the characteristics of the Dutch ranch country.
Secondly, organize students to review the content of the text, and let students understand that the pasture is the free kingdom of all animals, they are the real masters of this kingdom, and it is the harmonious unity of Dutch animals, environment and people. Close to the pastoral screen selection, infiltrate some writing guidance, and experience the beauty of personification and metaphor in the text.
In the summary and expansion part, I first show the review pictures of new words, so that students can consolidate their new knowledge through videos and appreciate the beauty of Holland again. The students were once again fascinated by the beautiful scenery in Holland, and the praise in the classroom was endless.
After a class, the impression is that the class is smooth, well organized and distinct. In the teaching process, we should grasp the key points of the article and embody the training of reading aloud, so that students can feel the whole in reading, feel things in reading, cultivate a sense of language in reading and be infected by emotions in reading. But in the actual teaching process, there are still too many paintings, and the inspiration is still inflexible. Besides, I didn't read this lesson well either. I will make more efforts in reading guidance in the future.
Reflections on the Teaching of "Country of Ranch" 9 When I was teaching Lesson 22 "Country of Ranch", my inspiring evaluation in the class was full of enthusiasm. When the students stuttered through the text, I immediately praised: "You read so well!" I recalled the scene after class. Does he really read well? What's the good news?
After reading the text, I asked the students, "Which part do you like?" "I like summer, because I can swim in the river in summer." I said with satisfaction, "You are so smart that you can swim!" "What's so smart about this little boy? Is swimming smart?
Reflection:
As can be seen from the above teaching clips, my comments lack pertinence and accuracy, just like a big hat, which can be buckled on anyone's head. Like the first student, he stuttered through the text, and the teacher praised him for "reading really well", which was obviously inappropriate. The child's spirit of overcoming difficulties and studying hard is really commendable. Looking at the second student, the teacher's evaluation is "you are so smart and can swim!" " In fact, the cleverness of this student lies in that he not only tells the part he likes, but also tells the reason why he likes it. The teacher should point out in time: "You are really a clever boy. You not only told your favorite part, but also told everyone the reason why you like it, so that we can understand it better." This kind of targeted evaluation is to really focus on the children, so that the rest of the children can follow the children in a "moist and silent" way. However, in the original case, because the teacher did not accurately and objectively point out the advantages and problems of the students, the students also missed an opportunity to "foster strengths and avoid weaknesses". It is irresponsible for a teacher to just routinely throw a pre-made "top hat" to a child in class.