Reflections on the Chinese Teaching of Four Suns 1 In the article Four Suns, the author painted four suns with different colors for "summer, autumn, winter and spring" with rich imagination and unique creativity, which showed that the author hoped that all seasons would be beautiful, showing the author's kindness and good wishes. The words make people feel very kind to read. In class, I asked a question: "Imagine how hot it is in summer. How do you feel? " I affirmed it in time according to the children's answers. The students are scrambling to talk about their feelings. The children also came up with a good way to make the sun not so hot. At the moment, I show pictures of green watermelons in the book, so that students can experience the coolness brought by green watermelons. Through this contrast between hot and cold, students' love for green watermelon is increased, and then their feelings are expressed by reading aloud.
Because there are four suns in the text, and each sun is its own section. Therefore, when I was teaching, I asked students to choose their favorite grandson and read this paragraph better. Students can learn from and say which grandson they like. This class has many shortcomings. In the teaching of new words, I first read with pinyin, read with pinyin, and write a composition. All the new words are concentrated, and students are meaningless mechanical memories, with the aim of memorizing glyphs. There is no meaning or infiltration of meaning. There are fewer links of student interaction.
Not paying attention to students' perception and reading training. Children in lower grades don't know many new words, so they can't master the text well. This requires the guidance of teachers and children, reading more and practicing more. Let students perceive, experience and think in reading. But I didn't focus on the students' reading aloud.
Reflections on the teaching of Chinese in the Four Suns (Ⅱ) I. Creating situations and feeling the whole.
Yu Yi, a famous special-grade teacher, once said: "The first hammer in the class should knock on the students' hearts, arouse the sparks of their thinking, or attract the students as firmly as a magnet. "Indeed, a good beginning is half the battle in class. So at the beginning of this class, I skillfully used four illustrations in the text to create a scene to awaken students' life experience. As soon as the students saw these four pictures, they immediately raised their hands and asked, "The sun we usually see is red. Why do small painters paint in different colors? " "Yes, hurry to find the answer in the text!" The students immediately read the text with great interest. This is the first time for me to guide students to read the text and let them find relevant words from the text to test their guesses. The purpose is to let students contact and feel the language. Then, let the students find beautiful words to praise the four seasons from the text, guide them to contact the text for the second time, and accumulate some words from it, so that students will often have "cool summer", "warm winter", "sweet autumn" and "colorful spring" in their later studies ... It can be seen that this accumulation is implemented. Then, let each student practice reading the full text by himself. When reading aloud, you can choose a natural paragraph you like and practice more, thinking about how to express your love while practicing. This is the third time to lead students to contact the text. Finally, read aloud in group discussion, so that each student can read his favorite paragraph in the group. The other students in the group should listen carefully and talk about how this student reads after listening. The main purpose of this training is to improve students' interest in reading aloud, let students learn to listen and cultivate a sense of cooperation. I remember Mr. Zhang Tianruo said that the first thing in reading teaching is reading, the second is reading and the third is reading. At the beginning of this course, I designed reading with different requirements, different levels and various forms, focusing on reading and substituting reading for speaking, so that students can feel, experience and think in reading, develop their sense of language, and at the same time be subtly influenced in thinking and emotion. The creation of such a good classroom beginning can deeply attract students' attention at the beginning of the class, ignite the spark of students' desire for knowledge, and make them full of emotions and take the initiative to accept new knowledge.
Second, create an open learning environment and stimulate creative potential.
Only openness can enliven the classroom, and only openness can make the classroom full of vitality. Chinese classroom should not be a closed system, because students, as living individuals, have their own thinking, knowledge base and life accumulation. The interaction between teachers, students and students in class will make classroom teaching rich, multilateral and complex. For example, when teaching "Color Sun", let students talk about "In spring, the sun is colored, and wherever it shines, it turns into what color." Some said, "In spring, the sun is colorful. Shining on the willow tree, the willow branches are green. " Some people say, "In spring, the sun is colored. Shining on peach trees, peach blossoms are red. " Some people say, "In spring, the sun is colored. It shines on the rape flower and the rape flower turns yellow. " Some people say, "In spring, the sun is colored. When it shines on the sea, the sea is bluer. " This design enables students to return from the book world to the life world, allowing them to soar in the vast world of free creation and show their elegance. When students feel the "color of spring", the courseware demonstrates the picture of "spring scenery" and encourages students to describe the spring scenery with the four-word phrases they have learned. In this process, students can realize that spring is a colorful season and feel the beauty imagined by the little painter. This is not only the convergence of old and new knowledge, but also the sublimation of recreating imagination.
Third, based on the development of students, let students become the masters of the classroom.
Throughout the teaching of this course, my design is mainly based on the development of students, trying to make students do it themselves, think for themselves, ask questions and speak for themselves, make students move in class, "practice makes true knowledge" and "think more about wisdom", and strive to cultivate students' intuitive thinking and teamwork spirit, not easily denying students, making students truly masters in class, and making students not only books but also teachers. I think, as long as teachers can respect students and their needs and establish teaching based on the unity of value guidance and independent construction, we have reason to believe that students trained by such teaching will be more confident, optimistic, imaginative and innovative. Isn't this the talent that the future society needs?
Reflections on Chinese Teaching with Four Suns Part III Four Suns is the first-year Chinese experimental textbook of People's Education Press, Volume II, Lesson 18. With rich imagination and unique creativity, the author painted four suns with different colors for "summer, autumn, winter and spring", which shows that the author hopes that all seasons will be beautiful. Comfortable, kind, with good wishes everywhere. Beautiful words, vivid and interesting language, and similar structures in natural paragraphs make people feel cordial and comfortable to read, catchy and suitable for reciting.
The first-year students are very familiar with the characteristics of the sun and the four seasons, and have rich life experience in the connection between the sun and the four seasons. Therefore, it is easy for multimedia courseware to awaken their own life experience by creating scenes, and then understand this article in reading. Therefore, I have grasped the following teaching links in teaching:
First, grasp the key words to learn and teach.
I grasp the four key words of "cool, sweet, warm and colorful", and let the students contact their actual feelings in life, such as how you feel when you walk in the street in summer, how you eat those sweet fruits, and play a cold wind whistling sound, so that the students can talk about what you seem to see and feel. Through reading by roll call, train reading and teacher reading, students are instructed to read these four words accurately and their own feelings, so as to promote students to read aloud in the text, so that students can pick "Jin Yezi" in a pleasant atmosphere and in a beautiful situation, smell "the sweetness of fruit" and feel the joy and happiness brought by "Golden Sun".
Second, situational performance, cultivate ability.
Chinese curriculum standard puts forward that while developing language, we should develop thinking ability, stimulate imagination and create potential. The most important thing in classroom teaching is to cultivate students' autonomous learning ability and innovative quality, which is the fundamental stamina for students' development. In view of the strong desire of the students in our class and the need of the content of this class, I designed the performance link. When I was teaching the Golden Sun, I asked my classmates who liked this paragraph to finish reading it. Ask the students to recall which fruits ripen in autumn. Your favorite fruit is ripe. What do you want to do most? According to the students' answers, let the students guess that the fallen leaves will invite those friends to taste the sweetness of the fruit, which will pave the way for the interactive performance later. Then I asked the students to come on stage and perform with me "Fallen leaves invite their friends to plant fruit." This interactive performance between teachers and students not only plays a role of demonstration and guidance, but also stimulates students' interest. Seeing that the students' performance mood was aroused at once, I immediately asked the students to invite their good partners to "taste the sweetness of fruit". Whether it is an interactive performance between teachers and students or an interactive performance between students, students have experienced the happiness brought by the "Golden Sun" in a pleasant atmosphere and a beautiful situation. I think this performance not only exercises students' oral communication ability, but also fully develops students' individual thinking and creative thinking ability.
Third, contact the text to expand the imagination.
Einstein said, "Imagination is more important than knowledge." "Chinese Curriculum Standard" also points out: "While developing language ability, develop thinking ability, stimulate imagination and create potential." The students in this class have good preschool education and quick thinking in class. Lively, imaginative, bold and strange. The comprehension ability and self-study ability in Since Enlightenment are strong. Some students like reading extra-curricular books, and often combine their extra-curricular knowledge to understand the text content and talk about their own understanding in class. So, after learning the text, I ask the students to talk about the sun they want to draw in their hearts. After the language understanding and reading training in this class, students' imagination has undoubtedly inserted wings, their eyes have brightened and their language has flashed. Some said that they would draw a red sun for their mother to keep their hands from freezing and cracking in winter. Some say that they should draw a black sun for their white-haired grandmothers, so that they will always be young and healthy; Some people say that we should draw a winged sun for children and let them fly freely in the sky like birds ... Students speak freely, and words full of childlike interest and love add a lot of vitality and color to the classroom.
Fourth, read aloud and pay attention to accumulation.
In the process of content learning, I designed different requirements, different levels and various forms of reading, focusing on reading, reading instead of speaking, so that students can feel, experience and think in reading. For example, when teaching the Golden Sun, I let the students who like this passage read it first, and then let them say, "Why did the little painter paint the autumn sun golden?" Then, the scene of "fruitful orchard and falling leaves in autumn" was demonstrated with courseware. Guide reading aloud in the situation of inviting speeches, and promote students to better understand the happiness and joy brought by the "golden sun". Another example is teaching "Red Sun" in winter. After I fully let the students feel the scene of ice and snow in winter and the biting cold wind, I will guide the students to read aloud with the demonstration of courseware.
I also pay attention to the accumulation of students in many links. For example, when teaching "Hot Summer", I asked the students to say what words can be used to describe such a scorching sun. The students said words such as "scorching sun", "scorching sun" and "burning". When teaching Spring Day, students are encouraged to get in touch with old knowledge, such as reciting Unit 1 "Literacy 1" and reciting poems, articles, words and sentences about spring everyday. In this process, students can realize that spring is a colorful season, feel the beauty imagined by the author, further consolidate old knowledge and accumulate vocabulary.
Of course, there are still many regrets in class: when creating situations to talk about summer heat, students' thinking is narrow, just talking about thirst and heat. I didn't guide them well and open their minds at that time. In addition, when the fallen leaves invite children to taste the fruit, the participation is too small, so more students should be invited to speak, and more different opinions may be better.
Reflections on Chinese Teaching in Four Suns Part 4 At the beginning of this class, I used pictures to lead to topics and stimulate students' curiosity. What is written in the text? Enhance students' interest in learning. Then use various forms to motivate students to read and arouse their reading enthusiasm. The curriculum standard emphasizes that the teaching reform of Chinese subject should pay attention to the integration with other subjects. The game design of "Little Angel" consolidates students' literacy in this link. Based on the word formation rules of Chinese characters, let students find their own rules of memorizing glyphs, master literacy methods, and thus develop their literacy ability. Design teams work together to solve problems. Using "new word tree" to create teaching situation and arouse students' learning enthusiasm. Take out five difficult-to-remember words and design animations, so that students can get information through their own hands, find methods and rules, and reflect the integration of Chinese and information technology.
Reflections on the four suns' Chinese teaching 1. Because these four paragraphs are basically the same in structure, I design to guide students to learn the first natural paragraph. Then let the students teach themselves the second and third paragraphs together, and check the effect of self-study by checking reading aloud. Give students the opportunity to learn independently, and let them operate the courseware and enjoy the four seasons map by themselves in the process of self-study. In the last paragraph, let the students draw the spring sun with full imagination, and let the students feel the spring for themselves.
Second, read and talk, think deeply and feel beautiful.
First-year students, the language is in the development stage, there is not much language material to master, it is difficult to fully express their meaning. It is difficult to answer the teacher's question. I first guide students to read the sentences in the text, and then on the basis of repeated familiarity, I teach them to use the sentences in the text to guide their answers according to the form of questions. In this way, students can answer questions accurately and speak fluently, help students understand the text content on the basis of reading fluency, and conduct oral training on the basis of understanding the text content, so that reading and thinking can be organically combined, and reading and speaking complement each other. I asked the students, "Do you have any questions for my little brother?" Let the students read the text first, then let them think before answering:
1. Why did my little brother draw a green sun for summer?
2. Why did my little brother draw a red sun in winter?
3. Why did my little brother draw a golden sun for autumn?
4. Why does little brother draw a colorful sun for spring?
Ask questions to promote reading, combine questions with reading, think in reading, let students read and think with questions, and then answer. The problems designed in teaching are beneficial to students' reading and oral training, so that they can read and speak.
Reflections on Chinese Teaching in Four Suns 6 "Four Suns" is a text in Unit 5, Book 2, Primary School Chinese, People's Education Press. With rich imagination and creativity, the author expressed his beautiful and kind wish that there are four different suns in four different seasons to make our world better and our life better!
The process of learning should be a process in which students actively participate and take the initiative to acquire with a happy mood. When learning this text, let the students remember the glyphs and understand the meaning of words through familiar street signs, intuitive riddles, jingles, actions and expressions. Under the cheerful music and beautiful pictures, enter the artistic conception of words, feel the meaning of words and accumulate language; Encourage students to create boldly in an open state and create a teaching situation with words, colors and sounds, so that all students can effectively participate in the whole teaching process.
The following is a summary of six teaching links in this lesson:
(a) Enjoy music, education and guidance.
Playing the video of "planting the sun", creating a situation and introducing "the sun", a familiar thing for children, can not only stimulate students' interest in learning this lesson, but also attract students' attention and enhance their excitement. After showing the questions, guide the students to read in a questioning tone. There is obviously only one sun in the sky. Why are there four suns here? This question is like a magnet, which attracts students' curiosity and thirst for knowledge and urges them to read the text for the first time with a positive attitude.
(B) read the beginning of the text, independent literacy
In the feedback of learning new words, we mainly use various forms to read new words, such as reading aloud with pinyin, reading aloud without pinyin, reading aloud when students are primary school teachers, reading aloud with word cards, reading aloud when driving a train, and reading aloud in a low voice. Let students experience the fun of reading; When students communicate their own literacy methods, teachers guide students to classify which words can be memorized in the same way. There are many ways to memorize new words, such as "adding one", "subtracting one", "changing one", "decomposition", "action demonstration", "crossword puzzle" and "rhyme formula". Encourage students to discover the characteristics of literacy methods, pronunciations, glyphs and radical structures. As long as students can find it, teachers will look at them with the eyes of appreciators and praise them with joy, so that students can truly realize what a proud thing it is to "discover it by themselves". In the consolidation of new words, we mainly use games-small sun rising, reading in different contexts and other methods to make students feel the pleasure of literacy all the time.
(3) Reading is very interesting.
When checking students' reading the text, it means that four students read in sections and the other students read as small judges. By guiding the reading of long sentences, the second paragraph of the text is introduced, and then the preliminary understanding of the text is entered. Ask the students to choose the sun they are most interested in to practice reading. When showing their reading level, the teacher posted four pictures of "Red Sun, green watermelon, Golden Sun and Colorful Day" on the camera, and wrote down the four seasons of spring, summer, autumn and winter on the blackboard behind the corresponding pictures, so that children could understand the main line and outline of the text, gain the overall impression and enjoy the beauty visually.
(d) Written instructions are also interesting.
In this lesson, I will guide you to write "Garden, Career and Face". Before writing, the teacher praised the students: "The students read well! It seems that you really like these four suns. There are four seasons in a year. How creative the children in the text are in drawing the sun! I have read the text beautifully, and now we have to write beautiful words. " Therefore, writing is combined with the image of words, which makes students feel that reading is a kind of happiness and writing will have another kind of happiness. Teachers can give full play to students' autonomy when guiding writing, so that students can observe the structure of new words and the occupation of strokes in the grid, and then write in red. Students should pay attention to their writing posture when writing.
(e) Consolidation of background literacy
After learning to write, the reappearance of the situation consolidates the accomplishment: autumn, the fruit matures. The children came to the orchard with sweet smiles, because they tasted sweet fruit. If only I could come here every day! "Words cannot be separated from words, and words cannot be separated from sentences". The combination of literacy teaching and reading practice is a good way to consolidate literacy. Recreate students' words, form words, jump into sentences and connect paragraphs, so that new words can be reproduced in different language environments, consolidate and deepen students' impressions of them, and thus improve the efficiency of literacy.
(6) Describe your wishes with a pen.
Teachers guide students to read the blackboard and summarize the full text: Students, send a green watermelon to summer, a red sun to winter, a golden sun to autumn and a colorful sun to spring. How wonderful the world will be! I also send you a happy sun. May you be happy every day. I think you must have many wishes, too. Who do you want to draw a sun for? Go home and draw it with crayons. We'll talk next time in Chinese class.
Although the class was over, the teacher did not interrupt the children's imagination, but continued to expand to the class, letting the children's childlike innocence fly to the world outside the window with their own imagination, drawing with colored pencils and expressing their good wishes. Although the teaching effect of this course is good, there are still some shortcomings in the handling of details:
1, although there are many ways to read, most of them are in the form of words, which is not difficult for students. After the exchange of literacy methods, it is necessary to increase the difficulty and appear in the form of word games, reflecting the learning process from easy to difficult and step by step. It can be designed in this way. The game link where the little sun rises can appear in the form of words first, and then let the little sun set, which is not only interesting, but also checks the students' memory and consolidation of words.
2. Four steps are taken in the writing process: reading observation posts-teacher's model essay-drawing red posts-exchanging comments. When communicating and commenting on students' handwriting, if the teacher could correct it with a red pen and let other students see it, such handwriting should be more beautiful. Although only one child's sentence was corrected, it was equivalent to guiding the whole class. This method is simple and effective.
3. Teachers' evaluation language is enlightening and can stimulate children's learning enthusiasm to a greater extent. Generally speaking, my own evaluation language is in place. Every gesture, every look, every smile is so natural and infectious, but it is not so decent and harmonious everywhere, which needs further thinking, research and practice. When students' enthusiasm for learning has reached an unprecedented height, and teachers need to adjust and stabilize the classroom order, teachers should praise students who perform well, let other students know what they should do by setting an example, and let the whole class sit up straight.
We say details determine success or failure. Today, I didn't just have a class, but through this class, I exercised myself and improved myself, laying the foundation for future teaching. In the future, we will pay more attention to details, pay attention to details, and deal with details more carefully and skillfully, so as to make teaching strive for perfection.
Reflections on Chinese Teaching in Four Suns Chapter 7 of Chinese Curriculum Standards states that while developing language, we should develop thinking ability, stimulate imagination and create potential. When teaching The Golden Sun, I first let my classmates who like this passage read it, and then let them talk about why the little painter painted the autumn sun golden. Some said: the leaves are yellow. Some said: pears are ripe and turn yellow. Others said: The rice in the field is yellow. This problem, like a stone stirring up a thousand waves, has activated students' potential imagination. Then instruct to read aloud that the fruit in the orchard is ripe. By naming the students to read, I made such a reading evaluation for the students who read well at random, and stimulated the students' reading interest by evaluating the language, which paved the way for the interactive performance later. Then, we demonstrated fruitful orchards and falling leaves in autumn with courseware. Ask the students to come on stage and improvise the fallen leaves with the teacher and invite their friends to taste the fruit. When I say, hello, fallen sister! I'm sister Xiaoyu. I heard that many fruits in the orchard are ripe. Can you introduce them to me?
The students immediately counted several treasures: red apples, yellow pears and a bunch of purple grapes. Judging from the students' answers, I feel that the teacher's evaluation language is used properly in the classroom, which has the effect of killing two birds with one stone. At the same time, I feel that this interactive performance between teachers and students not only plays a role of demonstration and guidance, but also stimulates students' interest in performance, so that students can experience the happiness and joy brought by the golden sun in a pleasant atmosphere and beautiful situation.
Reflections on Chinese Teaching of Four Suns 8 The text "Four Suns" is a rich and interesting text in the second unit of the second volume of Grade One. It tells the story that a child painted four different suns, which brought joy to people and showed a child's childlike love. For junior students, this text can greatly broaden their thinking and enhance their imagination. I reflect on this lesson from the following aspects.
(1) Use pictures and music to enrich teaching content and stimulate students' interest in learning.
At the beginning of explaining the text, use the song "Plant the Sun" that children are familiar with to attract students' attention. At the beginning of explaining the text, use the video model to read aloud to calibrate pronunciation, and use four pictures of different colors of the sun to enliven the classroom atmosphere. The reason why this method is adopted is that freshmen are more likely to accept intuitive things, and pictures and music can effectively help students enrich their knowledge and understand the content of the text.
(2) Create environment, recreate imagination and exercise divergent thinking ability.
Chinese curriculum standard puts forward that students' thinking ability should be developed at the same time as language development, and imagination and invention potential should be stimulated. Therefore, when designing the teaching of this course, I try my best to let students learn textbooks in the active teaching time and space, not limited to textbooks, melting textbooks, but also beyond textbooks, creating an open classroom environment for teachers and students, providing space for stimulating imagination and improvising inventions, and allowing students to run in their own imagination kingdom. For example, in the teaching of Golden Sun, let the students imagine, "Let these ripe fruits serve as Jin Yezi to entertain friends, ask students who will be small leaves and invite friends, and what friends you will invite to eat these fruits together." Students can plug in the wings of imagination, "open their minds" at will, and instill the concept of "friendly hospitality" in students when talking about various friends.
(3) Create situations to guide students to feel the content of the text from life.
In the teaching of this class, I pay attention to the reality of life, arouse students' experience of seasons and concern about current life, let students recall the fragments of life from their existing life experiences and create situations that students can understand. For example, when teaching the Red Sun in Winter, I focused on letting students experience "freezing".
Find out the meaning of this word. Let the students demonstrate a freezing action in front, let the students understand the meaning of the word and recall it in life. For another example, there is also a process of experiencing warmth in this period of study. Students close their eyes, the teacher describes the warmth of the weather in a paragraph, and the children recall the warm experience of the sun shining on them, thus liking the red sun written by the author.
Dissatisfaction:
1. pays too much attention to "the link of teachers' teaching" and fails to highlight "students' active learning". This course is still too lacking in the embodiment of students' autonomous learning, and there is no process of group discussion, research, report and speech. Mainly based on my ignorance of the learning characteristics of junior students, I think that freshmen have limited autonomous learning ability and dare not let them study freely. In fact, students' imagination is very rich and their vocabulary can reach a certain level.
2. The design of teaching links is not compact enough, and sometimes it is difficult to catch students' attention. On the one hand, it is mainly that the mastery of teaching materials is not thorough enough.
3. Lack of training for students' speaking ability, that is, consciously or unconsciously training students to speak a complete sentence. In the text, there should be some exercises to complete sentences, or the same sentence patterns to practice oral English, which is also a foreshadowing training for junior children's writing.