This class is the second class in this class. I want students to continue to feel their son's greatness in the face of the earthquake on the basis of his father's love in the last class. Before class, students are expected to look for sentences expressing their son's greatness in the text, talk about their feelings, contact their parents' love and talk about their experiences, so as to complete the education of gratitude and affection. So, everything is going on step by step after class.
Teacher: Students, last class, we realized the father's love. What moved you about Amanda?
(Free reading, feeling and experience)
Teacher: What sentences can you get from Amanda's greatness?
Health 1: No! Dad. Let my classmates go out first! I know you will be with me, and I am not afraid. No matter what happens, I know you will always be with me.
Student 2: I told my classmates not to be afraid, saying that as long as my father is alive, he will definitely come to save me and save everyone. Because you said that no matter what happens, you will always be with me!
……
Although the students are all answering, the author found that the enthusiasm of the children seems to be not as high as last class. So, it occurred to me that I decided to change the teaching method after the children reported the exchange. )
Teacher: Now let's go deep into the text and read the dialogue between father and son well, or read it in different roles with our study partners to reproduce the scene at that time.
As soon as the teacher's voice fell, the children got excited, combined with each other and distributed freely. Their reading soon sounded in the classroom, with colorful expressions, sometimes sad and sometimes happy. They even argued with each other in order to read a sentence well. )
Teacher: Let several groups show it.
The children raised their hands and kept shouting "Teacher, our group!" )
Teacher: Let the third group show us, and other students should pay attention. We'll evaluate it after they finish reading it.
The teacher gave the first chance to the third group, and the students in other groups put down their hands in disappointment because they didn't get it. After the third group took the stage, they first reported their roles and then began to read them. They read fluently, but they are too loud in the father-son conversation. )
Teacher: The third group has finished reading. How are they doing? Now please comment.
Health: They are too loud. My father dug in the ruins for 38 hours. He doesn't eat, drink or sleep. How tired he is. His son has little strength. How can he have such a loud voice?
Teacher: Then let's ask the leader of the third group to tell us why we are so excited about reading.
Health: Because the father finally met his son, so excited!
Teacher: That's reasonable. It was a pleasant surprise that father and son met. You can read it like this!
(The author affirmed his point of view first. )
Teacher: Which team will you report to now?
(A pair of small hands are held high. )
Teacher: Please show us the fifth group.
What a surprise! The girl's rich feelings are expressed incisively and vividly through reading aloud, and with the contrast of music, the touching reading when father and son meet is in place. Especially the group leader, she read her father's trembling voice slowly and deeply. This tiny link touched both the students and the author. At the end of the recitation, the "father and son in the earthquake" embraced each other tightly, and the students warmly applauded their wonderful performance. This time, the students heard the hardships of the father and son. )
Teacher: Next, please comment on the reading of Group 5.
Health 3: The fifth group read with emotion and in place.
Health 4: The father is dying, and seeing his son is both excited and weak. The fifth group has a good grasp of the tone.
I'm glad to see everyone talking about Kan Kan, expressing their understanding and reading out their feelings. )
Then, the author makes a general comment on the classroom and reflects on his own teaching behavior, and draws the following conclusions:
1. Respect students and show their subjectivity. Ye Shengtao said that when he gave lectures, he didn't praise a teacher for his high art. The most important thing is to see the students, not just the teachers. In classroom learning, the creation of situation is not only the rendering of language learning atmosphere, but also the process of stimulating students to enjoy learning and gain healthy emotional experience, and it is also an important method to stimulate students to actively explore learning.
In this lesson, the author actively creates question situations and leads the students around "What impressed you about Amanda?" This problem is organized in teaching and the text is deeply studied mainly through students' understanding and communication. The author's guidance is mainly reflected in the students' reports on their own feelings: either lead them to the right track, to a deeper level, or to a broader realm, so as to make the classroom atmosphere harmonious. Students study in a pleasant and relaxed atmosphere, and their learning efficiency has been improved, and the learning effect is self-evident.
The new curriculum advocates independent, cooperative and inquiry learning methods, requires the establishment of an open and dynamic curriculum, requires teachers to be people-oriented and pay attention to students' life development; Need to communicate with students and integrate with them; Need to be full of emotion and passion. In class, when the author asked the question "What sentences can you get from Amanda's greatness", although the students were answering, they found that their passion did not seem as high as last class, so they changed their teaching methods and asked students to go deep into the text and read the dialogue between father and son carefully, and finally achieved good results. Psychological research shows that human expression depends on 55% facial expression +38% voice +7% words. In class, the students focused on the moment when the father and son got together, and the third group used a loud voice. Some students questioned this and gave appropriate reasons. The fifth group read the father's trembling voice slowly and deeply, which was approved by most students. It can be seen that, on the basis of understanding the text, we can make appropriate imagination and let students read the text in roles, which can not only fully tap the curriculum resources, but also reflect the search for the opening point of the text. Effective open learning can help students deepen their understanding of the text and sublimate their understanding of the theme, thus improving their reading comprehension. Therefore, teachers should respect students' dominant position and let them enter the classroom and textbooks.
2. Accurately evaluate the language and promote students' autonomous learning. If the teacher's evaluation of students' language is accurate, it can effectively stimulate students' enthusiasm for independent and active learning. Especially when pointing out students' shortcomings or deficiencies, we should try our best to wrap "insufficient criticism" in "positive praise". As Suhomlinski said: With regard to children's evaluation, three out of five sentences are praise and two are criticism, and children will develop in the right direction. Therefore, in class, when students' answers are not accurate enough, we should first find out the positive and correct side to affirm, then gently point out the shortcomings and guide students to continue to answer. This not only protects students' self-esteem, but also solves the problem well. Teachers should have this kind of teaching wisdom.