Reflections on Chou Shi's Teaching 1 The article Chou Shi is a classic prose, which was included in the second unit of the sixth grade Chinese book of Beijing Normal University. This article tells the story of a grotesque stone: it is neither round nor square, and it can neither build walls nor wash clothes. Even children playing on it will bump into it because of bumps, so everyone calls it "Chou Shi". But it is such a useless and spurned stone that astronomers can see at a glance that it is not a mortal stone, but a meteorite. Since then, its value has doubled, and finally it has been recognized by the world for its intrinsic value.
The difficulty in teaching this article lies in students' understanding of the beauty of Chou Shi, so I divide the class into five sections. In the introduction, I introduced the legendary stories about stones that my classmates are familiar with. Goddess fills the sky, and the birth of the Monkey King stimulates students' desire to learn. They are eager to know what kind of story an ugly stone will have. In the autonomous reading, use two questions to guide students to understand Chou Shi's ugliness: Where is this ugly Chou Shi? Draw relevant sentences with horizontal lines; What is people's attitude towards it? Circle the keywords. Students actively read, circle and sketch, and learn well. In the course of cooperative inquiry, various reading forms are adopted, such as reading paragraph 6, instructing reading paragraph 7, reading paragraph 8- 13 by different roles, and reading the last paragraph together, so as to guide students to discover the extraordinary features of Chou Shi: extraordinary birth, extraordinary experience and extraordinary spirit, which is exactly the "beauty" of Chou Shi; Give some examples of actors and models with distinctive characteristics to help students fully understand the spirit of "ugliness to the extreme is beauty to the extreme" and "unyielding misunderstanding of the greatness of living alone", and finally point out that the discovery of beauty depends on understanding and appreciation, and its essence should be understood through things. Students understand the difficulties through discussion, search, listening and thinking, and tell the inspiration of Ugly Time. In the writing study, we can lead students to review the changes of people's attitudes towards ugliness and understand the writing style of restraining first and then promoting. Then students accumulate famous sayings about beauty and ugliness, and the classroom task is successfully completed.
The teaching success of this class lies in the setting of links and questions in place. Students always have a high interest in learning and give full play to their learning initiative under the guidance of teachers. The disadvantage is that students are not limited by life experience and reading accumulation, and their feelings of beauty need to be deepened.
Reflections on the teaching of hating teachers 2. In the teaching of hating teachers, I first created an "immersive" link for students, built a teaching platform for students to stimulate their imagination and release their talents, gave full play to the teaching advantages of students' independent learning and participation in learning, and returned the classroom to students, so that every student could learn happily and feel the joy of learning.
In the teaching of this text, I first studied the textbook, dared to innovate, and created a relaxed environment for students to think, imagine and express. At the beginning of learning the text, I asked the students to find out in the text: where is the ugliness of this "ugly time"? How did the villagers treat it at first? Now let the students think: "If you see this' clown', what do you want to say to it? If you were this' Chou Shi', what would you think? " While students are thinking, the teacher gives them instructions and guidance, so that students can actively participate and exert their imagination. After I asked questions, the atmosphere in the classroom immediately became lively, and I rushed to raise my hand to express my views. This will help students understand that Chou Shi's appearance is ugly-"ugly as can be".
In teaching activities, I create situational performances among students as an "astronomer" in the text, and integrate them into the classroom and students. I appeared as an "astronomer" and I introduced: "This' Chou Shi' turned out to be a meteorite in the sky. It used to fill the sky, shine in the sky, be overheated and brilliant, bring light to our ancestors and so on. " The students' eyes suddenly lit up and everyone was curious. So, I took the opportunity to show the picture of the huge "meteorite" in front of the author's house, and then showed the students some pictures of meteorites. The students were very curious, which immediately aroused their enthusiasm for learning and interest in inquiry. They were anxious to know "how did the village name treat this" Chou Shi "(meteorite) after the status of this" Chou Shi "changed so dramatically?" Then, I took advantage of the opportunity to enter the next learning session, which is to let students follow the author to "have a new understanding of the ugliness and beauty of' ugly times'." This leads to the understanding of the central sentences "ugliness is beauty" and "ugliness to the extreme is beauty to the extreme" in this paper, so that students can express their opinions. This kind of classroom highlights students' dominant position in learning and realizes equal dialogue between teachers and students.
After this lesson, I deeply realized that in order for students to learn actively and individually, we must start from the student as the main body, plant a lush buttonwood tree for them in class, and create a paradise for them to enjoy it, so as to realize "I like learning and I am willing to learn".