Last year's tree told a story. Birds and trees are good friends. It sings to the tree every day. When it wants to fly back to the south, the bird agrees to the tree's request-and will come back to sing to the tree. But the next spring, when the bird flew back to find its friend, the tree disappeared. The bird searched everywhere and finally found a lamp lit with a match made of trees. Friends are gone, friendships are still there, and promises are still there. So, full of sadness and melancholy, it sang last year's song in the face of the lights lit by friends' lives. This fairy tale mainly unfolds the story through dialogue and promotes the development of the story. There are three dialogues in this paper, and the truth expounded in this paper is gradually revealed in these three dialogues and the performance of the bird later, telling us to keep our promises and cherish the affection between friends. In view of the fact that students like fairy tales, in teaching, I mainly embody the following aspects: in designing this class, the teaching concept of "student-oriented, independent development" is fully embodied, and the concept of "reading teaching is a dialogue process between teachers, students and texts" in the new curriculum standard is deepened. In the teaching process, students realize the beauty of language, thought and artistic conception contained in the text through the process of independent reading, role dialogue, reading experience and expanding imagination. So as to realize the sincere dialogue between students' hearts and texts. The climax of the classroom teaching I designed is that the birds are facing the lights and singing the songs they sang last year. These three paragraphs in the article are naturally simple, but they give readers a lot of imagination. This is not only the emotional explosion point, but also the training point for students to practice writing with emotional words. I let students read and turn them into birds. The students asked, "① Why do birds stare at the light with their eyes wide open for a while? Why do birds sing the songs they sang last year when they saw the lights? (3) Why did the bird stare at the light for a while before flying away? " Students ask questions, students answer, and teachers guide them appropriately. This reflects students' autonomous learning. Finally, I arranged an imaginary speech session here. Chinese class should be a combination of listening, speaking and reading. After the exchange, the students felt a lot and achieved the teaching goal of the undergraduate course. However, this course also has some shortcomings that need to be improved:
1, pay attention to the overall grasp and timing.
2. Pay attention to students' usual reading training.
2. Reflections on the teaching of the second volume of Chinese in the third grade of primary school
Grasp the key words and try to figure out the emotional changes of the characters, and realize the beautiful hearts of the father and daughter who love nature and care for animals. This course is mainly about learning 4-9 natural paragraphs. I feel that the first goal has been accomplished well, and I have a good understanding of the beautiful hearts of father and daughter who love nature and care for animals. But in the second goal, I haven't done enough to figure out the emotional changes of the characters, such as the happy mood of my father after catching the squirrel and the gestures and movements when touching the squirrel. In my lesson preparation, catching squirrels is just an introduction to review. I didn't expect the students to put forward a performance, which was not bad. In the whole class, most students can actively participate and dare to express their opinions, especially when they say "If you are a squirrel in a net bag", when some students can't answer, some people volunteer to help them. I think these changes of students are all due to extracurricular reading. In extracurricular reading, they learn to think, and in class, teachers can stimulate their thinking sparks.
While teaching "catching squirrels" in the article "Squirrel", some students asked for a performance. I thought for a moment and agreed to their request. While studying the third paragraph of the text, three students performed on the stage and the other students watched. Just after the performance, the children asked for another performance, and suggested that the "squirrels" should jump higher and call some "squirrels"!
The performance began again. Six "little squirrels" jumped up and down on the platform. The "father" caught this one at a time and that one at a time, panting with fatigue. When he collapsed on the ground, the "little squirrel" came to tease him. The father thought, "How much my daughter wants a little squirrel!" " "Catch up with the little squirrel again. It's not easy to catch a squirrel, but it's almost caught, but it's clever to escape. Later, "Dad" finally caught one with the net bag he carried with him.
3. Reflections on the teaching of the second volume of Chinese in the third grade of primary school
"Pi Qiao Gen Qiao" is the last skimming text in Unit 5, Grade 4, Nine-year Compulsory Education Chinese Publishing House. The training focus of this unit is to grasp the key sentences and deeply understand their thoughts and feelings. On the premise of referring to many reference books, I set the following goals: to understand the three new words "steep, steep and rotten"; Understand the meaning of words such as "steep and urgent"; Understand the content of the text and feel the good quality of Pi Qiaogen; You should know that even if your strength is limited, you can do something beneficial with love. Through students' performance and personal reflection in class, the following points are summarized: 1. The whole class can be based on the text, and the analysis of the text is more thorough. In the process of connecting Pi Qiaogen, students can understand it well and pave the way for the following; The detailed design of the text is also more appropriate. Give full play to students' imagination to understand the text.
2. Pay attention to students' unique inner feelings. In order to better let students understand the importance of bridges and the dangers of fast-flowing rivers, this part is designed to let students freely imagine the dangers besides the two listed in the book. Students answer according to their own unique imagination and thinking, and the teacher comments and guides them. Students can also imagine freely when experiencing the convenience brought by the bridge. It is good that some students can imitate the tone of people crossing the bridge to read the text.
3. Carry out appropriate expansion. A simple article doesn't need to spend more time on the text, but should make students gain other gains or have a deeper understanding of the center of the article. To this end, I will introduce moral model figures to make students feel that caring people are everywhere, so as to deepen their understanding that Pi Qiaogen is also a caring child. Finally, the design of brush practice is the overall summary of the article.
Where is the problem:
1, in the part of matching reading between students and teachers, the cooperation between students and teachers is not very tacit, which seems a bit disjointed and far-fetched. This medicine deepens students' usual training, and can cooperate with teachers well without teachers' language prompts.
2. In the process of students' free imagination to answer questions, some students still don't understand the teacher's intention, and the teacher's prompt is not in place, that is, under the teacher's prompt, the students still haven't changed much, so they still don't understand the convenience that Piqiaogen Bridge can bring to people.
3. The introduction design of the article is not detailed enough and of little value. We should think deeply. The purpose of import is to highlight the text better, and its function should be brought into full play as much as possible, and no link should be ignored.
The whole article seems to be handled in a hurry and then eased a little, which may be related to my own speaking speed, but it will give people a sense of hurry, and every link seems to have not been implemented. This is also an insurmountable problem, and I hope it can be corrected in the future work.
5. Give students more questions to think about, while teachers talk less. Talking less here means talking less hints and useless words. New teachers often talk too much, don't trust students, and are eager to let students answer questions, but this is often counterproductive. Giving students more time to think may make them answer better, and trusting more students may make you see miracles.
4. Reflections on the teaching of the second volume of Chinese in the third grade of primary school
The idiom story "Better late than never" is mainly about a sheep farmer who lost his sheep for the first time. The neighborhood advised him to build a sheepfold, but the sheep farmer refused to listen. The next day, when he lost his support, he regretted not listening to his neighbor, so he quickly began to repair the sheepfold. Since then, his sheep have never been lost. This story tells us that it is not too late for a person to do something wrong, as long as he can accept opinions and seriously correct them. When teaching this text, I adopted the following teaching ideas:
1, talk to stimulate interest. In this link, students are mainly allowed to understand the meaning of "fable". Then reveal the topic, better late than never. The topic of "Better late than never" is a high summary of the article, which captures the important context of the theme and the article. When students understand the meaning of the topic, they should not always say what it means, but tell the idiom story "Better late than never". At this time, I first guide the students to understand the meaning of each word. When teaching students to explain the meaning of a word, I can synthesize the meaning of each word in the word and explain the meaning of this idiom clearly.
Under my slow guidance, the students finally know how to explain the meaning of the idiom "Better late than never". When explaining the meaning of each word, I gradually infiltrated a learning method, that is, the method of putting the meaning of the word into the text to understand. Let the students find the answers they want in the book. Learn to read correctly. This not only trains students to choose the meaning of words according to the content of the text, but also paves the way for later study.
2. Read the text for the first time and feel the main idea. Read the text by yourself first and think about what the story is mainly about. In terms of literacy, in order to let students master new words, various forms of reading are adopted, which gives full play to students' subjectivity and increases their interest in learning.
3. Read and understand the meaning. Grasp the reasons and different performances of sheep farmers who lost their sheep twice, teach, read aloud and feel. On the basis of fully understanding the text, the students realized the truth. And let students talk about their feelings in real life, so that students can really benefit. But also summarizes the methods of learning fables, paving the way for the study of the next fable.
Disadvantages:
1. In class questioning, there are too many collective statements and too few individual statements, which cannot reflect individual abilities. Students' ideas are not broad enough, and some children follow other people's suggestions.
2. Students' classroom generation can't be well grasped to make the classroom more exciting.
3. Emotional reading is not in place, so we should further strengthen the guidance of reading.
When it comes to the experience link with practice, the students are still superficial, and the teacher should give further guidance.
5. Reflections on the teaching of the second volume of Chinese in the third grade of primary school
As an excellent historical and cultural work in China, ancient poetry is an important part of the content of primary school Chinese textbooks. There are many poems describing colors in the ancient poems selected in primary school Chinese textbooks. Mastering colorful words in teaching is of great help to correctly understand the artistic conception and feelings of poetry. Therefore, in the teaching of ancient poetry, the teaching methods of grasping the eye of poetry, explaining words, sentence by sentence and connecting articles are adopted. The students are very familiar with these two poems, Liu Yong and Spring Day, and they have memorized them. Therefore, in the whole teaching process, every link of emotional reading and reciting goes smoothly, but when it comes to asking students to express the meaning of poetry in their own words, it gets stuck. Some children take out word manuals to explain the meaning of some words, and most children can use the notes in the book to explain them. When reporting, they can only connect several known meanings stiffly at most, and their understanding of the whole poem sounds awkward. So I taught the conversion of artistic conception. After a class, I think students should understand the artistic conception of ancient poetry and master the general meaning of ancient poetry. Who knows that only half of the students can tell the story when they explain it the next day. The original poem has been memorized by heart, but I have no idea about its artistic conception. What's going on here? Did you just start school and get used to it? Think about it, there may be some reasons, but in the end it may still lie in the gap between teaching methods and students' cognitive acceptance ability, and the teaching situation created is not deep enough. Every ancient poem, from image to artistic conception, has an artistic realm produced by the fusion of subjective affection and objective things, that is, the compatibility of emotion and scenery. In the teaching of ancient poetry, the interpretation of images is the foundation. Only when in Rome, do as the Romans do, can we enter love, taste and produce spiritual feelings. Therefore, in the teaching of ancient poetry, the feeling of artistic conception is the most direct and effective step to realize emotional experience and acquisition.