Part 1: Reflection on the teaching of "The Oath of the Land"

This is a lyrical prose, filled with full and deep patriotism between the lines, with poetic language. The author's expression of emotion is not empty. He expresses his emotions in language as fiery as fire, as if people can hear the beating of his heart and feel the boiling of his blood. Such strong patriotic feelings are really true. It’s shocking!

After the open class, I felt heavy and felt that I was still far from being a real teacher. Especially after the comments from experienced teachers, I felt that I was very disappointed. It inspired me a lot and left me with a lot of thoughts about classroom teaching.

1. Lack of targeted reading

Missing reading 1: Passionate language and some important words

In order to let students understand the author’s appreciation of his hometown The burning love for this land only allows students to read the text silently in a hurry and gain an overall perception. It does not allow students to find sentences that can reflect this emotional basis and read more. It does not allow students to further understand the author's this kind of love while reading. emotion.

Missing Reading 2: Sentences describing the beautiful scenery of hometown

After superficial perception, I hurriedly brought the students to the passage where the author described the beautiful scenery of hometown. Understand the beauty and fertility of the land in the author's hometown. But I let the students lack the necessary reading aloud, and at the same time, the analysis and excavation of the content were superficial. The students should be allowed to taste the author's deep feelings for this land through careful reading.

Missing Reading 3: The sentence in which the author made an oath

After showing the pictures of September 18th, although the students understood and understood, some students were even infected by the pictures. I cried uncontrollably, but I underestimated the students' understanding ability and failed to let the students read it repeatedly in a targeted manner, so that the students could carefully understand and taste the author's emotions when he made the oath. Even though I read it, I just passed it. The ground is wet.

Through this open class, I deeply felt that in class, we cannot just complete the teaching tasks and lack the necessary reading. We should realize how important reading is, even if we only solve the problem during reading. A question is also the spark that comes from the collision of their thoughts and texts, which is better than me leading them by the nose.

2. Failure to fully mobilize students' enthusiasm

Although the vast majority of students participated in teaching activities in this class, I think it is far from enough in terms of results. In the classroom, I should encourage and guide students to speak actively through various forms and methods, let students actively participate in classroom teaching, give them more opportunities to express their inner emotions, and let their joy, anger, sorrow and joy be expressed vividly. come out. But I stuck to the formality and killed the students' nature. I failed to use encouraging language for students' performance and failed to provide timely help when students encountered difficulties in answering. How could this make students the main body of the class?

3. Shortcomings in other aspects

There are also problems with teaching design. For example, the setting of learning goals is not closely related to classroom teaching, and the operability is lacking; the classroom language is not concise enough. ; The transitional language in the teaching link is stiff and not smooth enough; the teacher's sample reading is not in place? These are all things that need to be continuously improved in the future teaching process.

In short, in the future teaching, I will study harder, further improve my teaching level, resolutely correct the shortcomings in the teaching process, and provide students with every lesson. At the same time, I sincerely hope that I can get guidance from leaders and teachers so that I, the "frog at the bottom of the well," can jump out of the well as soon as possible. Thank you! Part 2: Reflection on the teaching of "The Oath of the Land"

The first time I read "The Oath of the Land" by Duanmu Hongliang, I felt it was a bit unfamiliar. The article's rhetorical techniques are varied, the scenes are superimposed, and the words are used. , person change, etc., make the article lack of understanding and smoothness. However, even so, one can still feel the gushing emotion permeating the article. It is sad and angry, sentimental, depressed, and passionate. A kind of emotion arises spontaneously when reading.

The editor's intention is very obvious, he wants to put it into this unit as an article "revealing the patriotic spirit". However, for first-year junior high school students, the pain of leaving their hometown, the loss of their family and the loss of their country is simply incomprehensible. In addition, the lyrical and prose characteristics of the article itself make the understanding of the text problematic, and even more so. Needless to say, feel the connotation of the words.

So, is it necessary to explain the information conveyed in the text? For example, the scenery described in the article, the lyrical method used, etc. After reading the article again, I feel that there are still many things that are difficult to understand, especially the exercises in this lesson are numerous and trivial, involving many meanings of words and sentences. Is it necessary to explain these things?

This article The author expresses his love for his hometown and his desire to regain his hometown by recalling the scenery of his hometown. Those forms are just to express the author's emotions.

I suddenly realized that as long as I can feel the author's gushing emotions, isn't it a kind of gain? Does Chinese language have to analyze the article and chew the words? It is also a solution without asking for a deeper explanation! So, I used to create situations and stimulate emotions; Emotionally, the teaching process is designed with the goal of emotional literature.

Create situations and stimulate emotions

1. Introduce the patriotic theme with patriotic quotes from great men.

2. Scenes of the fall of Northeast China after the September 18th Incident.

3. Play the song "On the Songhua River".

The low and solemn singing and the shocking and miserable pictures put the students in an emotional state of grief and indignation, paving the way for understanding the pain of family destruction in China in the article.

Use text to express emotions, use emotion to write

1. Read the text and let students feel the emotions contained in the article.

2. Draw a sentence that moves you and read it aloud.

(The changes in tone during the teacher's model reading, whether soothing or rapid, low or passionate, graceful or pathos, can make students feel the emotional power contained in the words. When students read aloud , can also be full of true feelings and well reflect the feelings that the author wants to express in the text)

As for the writing techniques and so on, the students mentioned it when they were trying to figure out the tone and exploring questions. In such an emotional atmosphere, students can easily understand why the author writes this way, and there is no need to go into depth.

Finally, the class ended with a reading of Ai Qing's "I Love This Land" to the soundtrack, pushing the emotion to a climax again. It not only increases the classroom capacity, but also interprets and supplements the text from another aspect.

After the class, I felt deeply. Indeed, many times the classroom work we do is analysis, analysis and re-analysis. If we don’t explain an article clearly, it seems like we owe the students a debt. In fact, students also have their own independent ability to comprehend. We just need to create a suitable atmosphere to help students comprehend. The new curriculum concept emphasizes the dominant position of students, especially in Chinese reading. Arouse students' inner emotions and use words to touch their hearts. Less transmission and more excitement. I think students will like this kind of class more and have the unique charm of Chinese classes.

After class, many students wrote in their diaries about their feelings after listening to this class. One student wrote: "I learned "The Oath of the Land" today and I have been very excited. At the beginning, I was very angry when I saw the scenes that the teacher showed of Japanese troops burning and killing people in Northeast China. Listening to the song "September 18, September 18", I almost shed tears. I read "Land" aloud. , my wilderness, my hometown, you must be liberated, you must stand. Every word touches me deeply. Every word is burning like a blazing fire. I feel the blood boiling. Students study this text It was not as boring or difficult to understand as I originally expected. On the contrary, it is full of enthusiasm. Maybe they do not fully understand many awkward sentences in the text, but they can still read the author's passionate emotions from it.

From this, I further thought that in the face of teaching materials, we teachers must have a sense of subjectivity, what should be given up and what should be taken, and we cannot blindly worship; we must never blindly worship reference books such as teaching references and lesson preparation materials. You cannot copy them indiscriminately, and even after-class exercises do not necessarily have to be implemented everywhere. Especially for some more difficult articles, if the language does not have extremely important learning value, we must boldly discard them. Many sentences do not need to be analyzed and appreciated, otherwise it will only make students confused and confused. So said.

As long as we are good at choosing teaching content when facing different texts, good at choosing appropriate entry points, and finding out the most interesting points of dialogue between texts and students, we can maximize our strengths and avoid weaknesses and give full play to students' desire to actively explore. and passion. Only in this way will our classroom become more vivid and the Chinese language will become more exciting.