Primary school grade three Chinese Wuhuashan original
My family lives in the mountains. Do you know what color the mountains are here? The mountains in spring are green, and the green is vague. Many trees have just sprouted and are still yellow.
The mountains are also green in summer. Green is very thick, leaves of all sizes are painted with green paint, and even raindrops are dyed green.
The mountains in autumn are no longer a color. After an autumn frost, some trees turned golden yellow, as if all the sunshine was concentrated there. Some trees turn apricot yellow. From a distance, the branches seem to be covered with ripe apricots and pears. Some forests turn fiery red, and the wind blows, just like the branches are covered with ripe apricots and pears; Some trees turn fiery red, and when the wind blows, the trees dance like clusters of flames. Some trees will turn purple, just like the purple velvet screen cloth in the theater. Only pine and cypress are not afraid of autumn frost, and the needle-like leaves are still so green.
Reflections on the Teaching of Wuhuashan, a Chinese Class in Grade Two and Grade Three.
The text "Wuhua Mountain" has five natural paragraphs, describing the colors of Wuhua Mountain in spring, summer and autumn, and praising the beautiful scenery of Wuhua Mountain. In teaching this class, I mainly consider the following aspects:
1, guide learning with questions. Students' positive thinking often begins with questions. Reading with questions leads to deepening of thinking, which is conducive to cultivating students' thinking and ability, improving their learning initiative and enhancing their ability of autonomous learning. After revealing the topic, I guide the students to ask questions around the topic and the central sentence, and then sort out the questions together to determine the learning objectives of this lesson.
2. Independent investigation. In classroom teaching, I always regard students as the main body of learning, and the teaching design of Five Huashan Mountain in Autumn embodies real autonomous learning. Focusing on the colors of Wuhuashan, I guide students to read, think, discuss and discover, fully participate in the learning process, and cultivate students' ability to ask questions, analyze problems and solve problems, so that they can reach the realm of "since the enlightenment's self-reading" in reading teaching.
3. Reading comprehension. The new syllabus clearly points out: "Reading teaching in all grades of primary schools should attach importance to reading aloud, so that students can fully read, feel the whole in reading, feel things in reading and be influenced by emotions in reading." This text can make students feel the richness of Wuhua Mountain, whether it is pictures or language. Therefore, when teaching this course, I not only pay attention to the characteristics of course types, but also pay attention to the characteristics of teaching materials, and put more energy into the education of leading students to feel the beauty of Wuhuashan and love nature through reading with the help of pictures and corresponding languages.
Generally speaking, the whole process of this class is smooth, and the students have mastered it well. In terms of metaphor, association and other knowledge points, it is necessary to implement them in depth. After this class, I feel that there are still too many things to learn, such as reading aloud, being more affectionate and enriching the evaluation language for students.
Reflections on the teaching of Wuhuashan in the third grade Chinese class in Wensan Primary School
Wuhuashan's writing has five natural paragraphs with distinct levels. The first paragraph asks questions, ending with kickbacks and describing them in spring, summer and autumn. Three paragraphs are always written in color first, and then described in detail through "what you see and associate", but association only involves high paragraphs, and moonlight song is the key to evaluate association. Highlight the characteristics of grade three, and finally determine the teaching objectives: read the text correctly, fluently and emotionally, and experience the beauty of the text language; Understand the main content of the text in reading aloud, feel the rich beauty of Wuhua Mountain, and understand the vivid expression of the forest color by the author; Learn to write what you see first, and then write what you think, imitating fragments; Experience the beauty of nature and inspire the thoughts and feelings of loving and protecting nature. Teaching emphasis: read the key words aloud and experience the beauty of Wuhua Mountain in reading aloud. Difficulties in teaching: Understand the vivid expression of forest colors by the author, learn how to write paragraphs after reading and imitate paragraphs. When teaching the fourth paragraph, the emphasis is on reading aloud. Through students' reading, teachers' reading, teachers' cooperative reading, music reading and accumulated recitation, we can feel the beauty of Wuhuashan in autumn through repeated reading, and learn from the author's combination of what he saw and what he thought, so that the original ordinary scenery becomes smart and rich, and readers are immersed in it, as if they have seen a beautiful picture.
Before the trial lecture, I asked the students to read it by themselves, call the roll, read it in chorus, and read it in turn by men and women. There are many forms and times of reading, but they all stay on the surface. I don't give enough guidance to students' reading, and I don't know how to guide students' reading through evaluation. If students don't put themselves into it, they can't experience and feel the beauty of language brought by the text. "Chinese Curriculum Standard" clearly puts forward: "Let students fully read, feel the whole in reading, feel something in reading, cultivate a sense of language in reading, and be infected by emotions in reading." It can be seen that reading is a window to learn Chinese, and it is also the basic way to feel the language and train the sense of language.
Therefore, before last class, I repeatedly expounded the teacher's' evaluation language' and how to guide students to truly experience and understand and really know how to read aloud.
In the sentence describing "apricot", I created a situation for students to close their eyes and imagine, "You are now in this apricot forest, full of apricot leaves, like apricots and pears, and the leaves are like ripe apricots and pears." "Do you see this apricot forest?" Let the students read the feeling of the picture in reading aloud, and let the students realize that autumn is a harvest season and people's mood is extremely happy. When reading this sentence, be sure to read the happy mood.
Describing the phrase "fiery red", I said to my classmates: Let's try to read this flaming forest alive!
Describe the sentence "purple red purple red", I let students focus on understanding "purple red purple red". One fuchsia is not enough, it needs two fuchsias.
When describing Golden Yellow, I asked my classmates to bring us a warm feeling by reading aloud, and to grasp that "all the sunshine is concentrated there", not a ray of sunshine, nor a lot of sunshine, but "all" sunshine.
By reading these sentences, I let students understand by themselves and learn by reading. Let students feel the natural beauty brought by words from reading. The students also read with relish.
But the teaching of the whole class left many regrets.
1, several teaching experiments, all overtime, because students did not study enough, it is difficult to complete these teaching tasks in one class; Imitation, students have poor language. And the formal class, and I cooperated very smoothly, almost in place when I asked, and soon finished the tutorial smoothly, and found that there were still 7 minutes left. In fact, there are many generated resources in the class, which I have never used. I'm always worried that the teaching design can't be finished, and I'm worried that it can't be controlled beyond the lesson preparation design. Did not attach importance to students' learning, did not follow the study and guidance.
2. If I test the reading of students' words and the first one is very correct, I won't teach it any more. Maybe just a good student is called, but her preview can't represent the whole story. The test here can also let a group of students read words in turn. Only when everyone reads correctly can you judge, so at least two or three students should check their mastery of words.
3. Another example is the teaching link of "combing the context". If another student "reads each paragraph by himself, draw what it says?" It is more pragmatic for students to communicate with each other in the learning process.
4. In the process of "reading the fourth paragraph", I read it eight times, and the details of the last six times are stylized, not integrated into teaching and not solid.
As a Chinese teacher, Mandarin has always been my nemesis.
Although I have taught for more than ten years, this is the first time to participate in the competition, and the result is not satisfactory. After class, I think there are many places to study. Actually, I could have done this and that, but after that, I didn't have a chance. I should cherish. In addition, in my own teaching process, reading guidance has always been a very confusing and difficult place. Through this competition, I also learned something in guiding students to read aloud.