First, it reflects the resonance between teachers and students and the text, and the resonance between language and spirit.
First of all, reading teaching is a dialogue process among students, teachers and texts. ? Chinese teaching should be carried out in the process of equal dialogue. ? In classroom teaching, I talk to students on an equal footing and become mutual? Open? Accept? And then what? Share? ; It has become a constructive relationship of mutual attraction, mutual tolerance and joint participation. Searching for roots and cultivating souls, dialogue between students and texts, dialogue between teachers and students, and dialogue between students themselves? Keep the students' feelings alive? Tools? And then what? Humanities? Wandering freely in the field of vision, trying to realize the similar harmonious vibration between teachers and students and the text.
Secondly, language and spirit are isomorphic and symbiotic! Chinese itself is humanistic spirit, and Chinese education itself is humanistic spirit education; While developing students' language, students' spirit is growing, and teachers' spirit is also growing! "Chinese Curriculum Standard" also points out that teaching is constantly generated. Therefore, in the face of the text, teachers and students are active participants in the creation of works. In classroom teaching, I participate in text reading together with students, teachers and students, and imperceptibly transform the perception, practice and accumulation of language into the inner edification and mutual influence of humanistic feelings.
Second, respect unique feelings and highlight individuality.
Chinese curriculum standard (experimental draft) points out:? Reading is a personalized behavior of students? ,? We should cherish students' unique feelings, experiences and understanding. ? This is mainly because students are vivid individuals, and their life experiences, knowledge accumulation, hobbies and personality characteristics are quite different. Therefore, teachers should respect students' unique feelings, allow students to have different experiences of words and expressions in the text, encourage students to dare to express their unique opinions on the premise of reading the full text, and make students' personality stand out. Only when students' personality is highlighted can they fully activate their thinking, effectively collide with their thinking and deepen the dialogue. Based on the above considerations, in this class, I caught the emotional clues inside the text. First, I guide students to express their feelings through self-reading. Angry? Excited? Are you happy? Are you happy? After different feelings, that is, around keywords such as? Cruel slavery? Passion? Finally? Overjoyed? Wait for in-depth taste and experience the inner feelings of words. In this process, I have always adhered to the value orientation of the text, so that students can speak according to facts, be organized and divergent, and respect their unique feelings.
Third, moderately extend and expand, and pay attention to promotion.
The new curriculum emphasizes that teachers should creatively understand and use teaching materials and pay attention to developing curriculum resources. In the process of reading dialogue, teachers can extend and expand appropriately on the basis of studying textbooks, which can enrich students' feelings and understanding, further stimulate students' emotions and effectively improve the level of dialogue. I have arranged two expansions in this class to strive for the right time, the right degree and the right content. In the book (1), the scene of the cruel enslavement of the people of Taiwan Province Province by the Dutch invaders is extremely summarized, but it is only briefly mentioned. I caught this blank spot in time and organized the first expansion. After students rely on it? Slavery? Cruel slavery? After the two words initially felt their inner anger, the teacher made a supplementary material reflecting the atrocities committed by the Dutch invaders in Taiwan Province Province for students to read on the spot, which further aroused students' resentment against the invaders and deepened their understanding of the text. (2) When I return to the whole, I describe it through affection? How can Taiwan Province compatriots forget such a 36-year-old hero who fought against the Dutch invaders and died many years after the victory of the Anti-Japanese War? How to make every Chinese son and daughter forget? Then show the relevant network graphic materials to sublimate the students' emotions. At this point, the tall image of national hero Zheng Chenggong was completely established in the hearts of students.
The second reflection on Zheng Chenggong's teaching is a historical story, which records the historical fact that Zheng Chenggong, a national hero in the late Ming Dynasty, recovered Taiwan Province Province and built Taiwan Province Province, and praised Zheng Chenggong's patriotic enthusiasm and national integrity. It is a good textbook for patriotism education for students. In teaching, I study the teaching materials carefully, prepare lessons carefully and teach carefully. Now I summarize my experience and thinking as follows:
First, grasp the main line, clear the train of thought and master the content.
In teaching, because students are no strangers to Zheng Chenggong, I will start with Zheng Chenggong to stimulate students' interest in learning and then learn the text. On the basis of reading the text correctly and smoothly, let the students talk about what they know at the beginning of reading, sort out the context of the text, understand the key points of the text and perceive the text as a whole. This laid a solid foundation for the study of the full text.
Second, seize the breakthrough, implement the key points and disperse the difficulties.
After initially perceiving the content of the text, grasp the theme of the text and start in-depth teaching. Find out what Zheng Chenggong mainly wrote in the text. Which of these things is written in detail? What are the details? I set this question in order to guide students to read and feel freely with the key paragraph-the second paragraph (the second to the sixth natural paragraph) as a breakthrough, which not only implements the teaching focus, but also lays a good foundation for overcoming difficulties.
Third, in teaching, let students feel by looking for key words or sentences.
By looking for keywords and sentences, guide students to explore the profound connotation behind the text. If it passes? Passion? 、? Never allowed? 、? Bullying? 、? Are you sure? Such as Zheng Chenggong's awe-inspiring righteousness and his patriotism. And pass? Stubborn? 、? Intensive artillery fire? 、? Surround? 、? A water column more than ten feet high? 、? Make a mess? And other keywords, imagine the fierce and difficult battle, and feel the wit and courage of Zheng Jun's officers and men.
Fourth, broaden reading and broaden knowledge.
After class, I ask students to collect some national heroes in China, understand their heroic deeds, broaden their knowledge, and let students learn to read.
Chinese teaching is a regrettable art. In the teaching of this course, I also need to improve, such as insufficient guidance and handling of details. Dealing with details is often the key to a good class. It can not only reflect teachers' own ability, but also be a platform for communication between teachers and students. In teaching, I sometimes feel anxious when students can't answer. I can't guide them step by step, and the connection between problems lacks hierarchy and natural transition. At the same time, paying more attention to students' answers, while ignoring the feedback from middle school students and students with learning difficulties, can not fully reflect students' subjectivity, and is suspected of being led by teachers.
? Thinking is alive, deep, deep, new and new. ? I will try to improve the above shortcomings, improve my teaching level, so that reflection will not be wasted.
The third reflection on Zheng Chenggong's teaching This article is a historical story, which records the historical fact that Zheng Chenggong, a national hero in the late Ming Dynasty, successfully recovered Taiwan Province Province and built Taiwan Province Province, and praised Zheng Chenggong's patriotic enthusiasm and national integrity.
After the students previewed the presentation, I asked them: What is the great achievement of national hero Zheng Chenggong? Can you find a sentence from the text to summarize it? The students immediately found the last sentence in the text-? We will never forget the great achievements of national heroes in recovering Taiwan Province Province and building Taiwan Province Province. ? Then take the key paragraph-the second paragraph (the second to the sixth natural paragraph) as a breakthrough to guide students to read freely.
In teaching, students are guided to explore the profound connotation behind the text by looking for keywords and key sentences. If it passes? Passion? 、? Never allowed? 、? Bullying? 、? Are you sure? Such as Zheng Chenggong's awe-inspiring righteousness and his patriotism. And pass? Stubborn? 、? Intensive artillery fire? 、? Surround? 、? A water column more than ten feet high? 、? Make a mess? And other keywords, imagine the fierce and difficult battle, and feel the wit and courage of Zheng Jun's officers and men.
After learning the last paragraph of the text, organize students to discuss: Apart from Zheng Chenggong's great achievements in recovering Taiwan Province Province and building Taiwan Province Province, what other contents of the text are unforgettable? Through the in-depth study of Zheng Chenggong's language and movements, the character and spirit of the task are highlighted, and the understanding of Zheng Chenggong is further deepened, and the image of Zheng Chenggong in the hearts of students is also higher.