Successful teaching reflects on the power of dreams1;
In teaching, we grasp the perception of key paragraphs, especially the sixth section, which describes how Ryan overcame many difficulties and earned money by doing housework by himself. Little Ryan has done so many things and spent so much time, which shows his patience and strong will. I let the students watch first, then fill in the form, and finally watch the animation to listen, which deepened their understanding. Finally, I added Ryan's profile. The students admired him, marveled at the power of dreams and learned a lot from Ryan.
Shortcomings and rectification measures:
In teaching, I first let the children talk about their dreams, introduce topics, and then ask three questions: "What is Ryan's dream?" "How did Ryan realize his dream?" "How powerful is the dream?" . In order to complete the teaching task, I am a little sloppy in teaching, and I feel that I am in a hurry all the time. "What is Ryan's dream?" As soon as the students find out, they will know that Ryan is very kind and caring. But I waste more time here. The focus of teaching should be: how to realize the dream and realize the power of the dream. In order to facilitate students' understanding, I designed a table to understand Ryan's love and determination in three stages. If I can firmly grasp the students' emotional context in class, give them more study time and guide them to have in-depth and meticulous dialogue with the text and the author, I can deeply understand the spiritual quality of characters such as Ryan in the text.
The Power of Dreams Part II Teaching Reflection This article is a shocking and moving text. A 6-year-old boy from Canada wants to dig a well for African children. It certainly sounds like a dream, a child's dream, an impossible dream. However, such an impossible dream has come true, which has influenced more and more people to care for and help others. This is the power of dreams! Good and kind dreams will bring people hope and create miracles.
The story is full of deep love, and the kind little Ryan deeply touched us. In the story, many people, inspired by little Ryan, extended their warm hands and gave their love, which also made us feel the power of love.
When designing this text, my first thought is to educate students to be kind, compassionate, caring for others, persistent attitude and persistent spirit of struggle.
In the teaching process, I firmly grasp the students' emotional context, actively build a platform, give students enough reading time, and guide students to have in-depth and meticulous dialogue with the text and the author. Students can not only get closer to the text by reading more books, but also read their own feelings, and the more they read, the more they will feel. As the saying goes: "Read it a hundred times, and its meaning will show itself." Only by reading more can students really understand the meaning behind the language, get some insights and gain something. Let them know that if their dreams come true, they must have a strong will and work hard. On the basis of guiding students to grasp the key paragraphs and appreciate them, read aloud with emotion, then Ryan's image will be more three-dimensional in students' minds and will also lay a deeper brand.
Reflection on the Teaching of "The Power of Dreams" The third part "The Power of Dreams" is the text of the fourth group of the second volume of the fifth grade People's Education Press. This set of texts requires students to grasp what touches us, understand the author's thoughts and feelings, and understand the expression of the article. The whole set of texts are highly emotional articles with profound humanistic connotations. The power of dreams is shocking and touching to read. A 6-year-old child made unremitting efforts to realize his dream of "drilling a well for African children so that they can have clean water to drink", and finally his dream came true. It embodies Ryan's kindness, firmness, persistence, golden and beautiful childlike innocence.
When preparing lessons, I design the key point of teaching as "clarifying the realization process of the author's dream and understanding the author's feelings" and the difficult point as "understanding the profound meaning of the topic". In teaching, I threw out "What question do you want to ask most after reading the text topic?" And guide students to sum up into three big questions: "What kind of dream?" "How did the dream come true?" What is the power of dreams? These three questions contain important and difficult points. After asking questions, let the students read the text and solve the problems that can be completed by themselves. In order to enable students to break through the key points, I designed such a link: with the meaningful figures in the article as clues, let students understand the three steps to realize their dreams: 70 yuan, 2000 yuan, the money to buy a drilling machine. In this link, students can connect the numbers with fluent words according to their specific meanings, and complete a general understanding of the dream realization process. In addition, I specially showed a ladder on the blackboard, leaving a gap between them, in order to let students find out what "unexpected things" appeared in the process of realizing their ideals step by step. Here, students can realize the difficulty of realizing their dreams and the author's tenacious will and persistent love. These links all serve the difficulties. From this step-by-step blackboard writing, I want the students to understand that the power of ideal can become greater, and the students also realize this according to the description of Ryan's ideal change in the text: "Dig a well" to "Let all Africans drink clean water". When solving the key points, Ryan involved is supported by the society, so it is difficult for students to appreciate the touching power of dreams. In addition, students are more at a loss to understand other manifestations of this "power of dreams". Then, using the characteristics of blackboard writing, the expression method of the article is mentioned: setting suspense and deepening layer by layer. It is even more difficult. I always feel that after the whole class, students have reached a certain height, and with a deeper understanding, there will be an insurmountable bottleneck.
This is a long skimming text. In order to complete the teaching task, I am a little sloppy in teaching, and I feel that I am in a hurry all the time. Not only because of its length and profound content, but also because of its simple language, it contains rich emotions. Students should read more books, which can not only shorten the distance from the text, read out their feelings, but also make themselves more experienced. But this is all superficial in a limited time. It seems that this trade-off question is really intriguing.
The power of dreams, the fourth part, is the text of lesson 17, unit 4 of the new curriculum standard for nine-year compulsory education. It is a shocking and moving text. The article tells the story of a 6-year-old Canadian boy, Ryan Healy Jack, who made unremitting efforts to realize his dream of "digging a well for African children so that they can have clean water to drink", and finally realized his dream, reflecting Ryan's kindness, firmness and persistent childlike innocence. This is the power of dreams! Good and kind dreams will bring people hope, endless motivation and miracles. This lesson starts with the introduction of the barren and drought situation in Anglos, Africa, aiming at stimulating the inner truth, goodness and beauty of students, and using slow and sad music just right. The dream of the hero Ryan is consistent with the children's inner thoughts. The children learned how to realize Ryan's dream in many ways, which not only clarified the context of the text, but also made it easier to understand that "the stage is as big as the heart is".
Ryan made unremitting efforts to realize his dream, which not only surpassed himself, but also touched many people and made many people join this love relay. This lesson supplements the story of Tam's assistance to African boys, so that students can better appreciate the beauty of human nature. Finally, children express their feelings about their dreams with songs beyond their dreams, such as: "With dreams, the whole world will make way for you!" " The children's expressions are amazing. The whole class has distinct sections and clear thinking, from emotional stimulation-inspiring oneself-moving others, expressing experiences in one go, and integrating them into one.
Reflections on the teaching of the power of dreams Part V focuses on:
Guide students to learn independently around the tips of autonomous learning, and adopt lively learning forms such as group cooperation, discussion and exchange, and class report. Judging from the teaching effect, students' learning enthusiasm is very high, and their hands are particularly enthusiastic. Judging from the completion of homework, students' ability to capture key information has improved. For example, how did Ryan realize his dream in after-school practice? 95% of children can capture valuable information from the article and summarize the event concisely with the words in the article.
Regret:
There is an exercise after class: What should you learn from Ryan? What would you say if you met him? This is an open question, some children only answered one question, and some children described sentences with sick sentences.
From another angle:
When correcting again after class, instruct students to mark the answers with serial number ① ② to avoid missing questions and form a good habit of answering according to the answer format. Second, students are strictly required to treat reading questions according to the standard of writing, and the sentences should be written smoothly, and then read and correct after writing.
The Power of Dreams Part VI Teaching Reflection This is a shocking and moving text. Ryan hreljac, a 6-year-old Canadian boy, made unremitting efforts to realize his dream of "drilling a well for African children so that they can have clean water to drink", and finally realized his dream, which reflected Ryan's kindness, firmness and persistent childlike innocence.
The writing is full of the beauty of human nature, and we are deeply moved by the kindness and compassion of little Ryan. Many people in the article extended warm hands and gave their love under the inspiration of little Ryan, which also made us feel the warmth of love.
I designed this text to educate students to be kind, compassionate, know how to care about others, have a clear goal in doing things, and have a persistent attitude and unremitting struggle if their dreams come true.
This is a long skimming text. In order to complete the teaching task, I am in a bit of a hurry when teaching, and I always feel in a hurry. What is Ryan's dream? As soon as the students find out, they will know that Ryan is kind and caring. The key is how to realize the dream and realize the power of the dream. If I can firmly grasp the emotional context of my classmates in class, give them more study time, and guide them to have in-depth and meticulous dialogue with the text and the author, I can deeply understand the spiritual quality of Ryan and other characters in the text. Especially in the sixth section, it describes that Ryan overcame many difficulties and earned money by doing housework by himself. Little Ryan has done so many things and spent so much time, which shows his patience and strong will. Some students in the class got to the point, but they didn't grasp it well, didn't delve into it, and didn't guide it effectively in time. They always think that this is a skimming text and all the teaching contents must be completed in one class. Unfortunately, the climax is coming and it is suppressed! Although the language of the article is simple, it contains rich emotions. Reading more books can not only shorten the distance from the text, but also read the feelings, and the more you read, the more you feel. As the saying goes: "Read it a hundred times, and its meaning will show itself." Only by reading more books can students really understand the meaning behind language and words, gain some insights and gain something. Let them know that if their dreams come true, they must have a strong will and work hard. If I can take this text again, I will spend more time to make my classmates concentrate on reading, guide them to grasp key paragraphs and practice emotional reading, then Ryan's image will be more three-dimensional in their minds and will lay a deeper brand.
Skimming the text should boldly let students learn independently and cultivate their learning ability, which I have not done well myself. Did not make good use of the second exercise design. "Who was touched by the six-year-old boy's dream, how did he do it, who was touched, how did he do it ..." After fully studying the sixth section, it is entirely possible for each student to complete the exercise independently through independent reading, which not only deepens the understanding and feelings of the text, but also sublimates the students' ideological understanding. Let students understand that dreams have such great power to arouse love, enhance friendship, bring hope and so on. After writing the correspondence, read the key sentence: "Yes, a dream has such great power. Who doesn't cry at this time? " At the moment, I believe this is from the heart of my classmates, and it is an uncontrollable outpouring of true feelings.