With doubts, I read the text carefully again. With the further understanding of the author Yang, I read Robinson Crusoe, read the teaching reference books and browsed the related teaching AIDS online, which gradually changed my initial understanding of it. This is not "simple": (1) This is a Chinese article, which is the diary of the hero in Yang's Diary of a Youth. It is not only a diary, but also an excellent reading note. (2) Yang created this article because he wanted to recommend good books to children through their mouths, so that it would be easier to close the distance with children and children would be willing to accept it.
Thinking of this, I suddenly realized that in addition to paying attention to the understanding of the text and stimulating students' interest in reading, we should also infiltrate the guidance of reading methods. Therefore, my teaching mainly starts from the following aspects:
(1) appropriately expand the story content to stimulate students' interest in reading. Starting from the story content involved in the textbook, guide students to ask questions, such as how the protagonist Robinson grows barley and rice and how to save money next Friday. How did he leave the island later? Please introduce the camera to the students who are reading or have read this book. Because the reading of this book is scheduled at the beginning of school. So many students are eager to try and laugh happily. Other students listened with relish. It can be seen from their expressions that they are extremely envious of these students who have read books. I believe they will also take the initiative to read this book after class.
(2) Appreciation of famous sayings guides reading methods. On the basis of analyzing the famous words of this article with teachers and students, I also show the famous words I found in the reading process to students for reading and understanding. The camera inspires students not only to understand the content of the story, but also to learn to find good sentences with their eyes and write down their reading comprehension. Think while reading, and think while reading. You can't just be satisfied with the understanding of the story.
(3) Understand the booklist sender, so as to gain life enlightenment. Ask an inquiry question: Why did Grandpa give the book to Dad and Dad gave it to me? Contact the words written by grandpa and dad on the title page of the first part of the text and let the students discuss at the same table. Guide students to understand that in fact, a family of three generations is not only passing on a book, but also inheriting a spirit: learn to survive, learn to be strong, and learn to be fearless in the face of difficulties. Is this book really useful? What will you gain from this book? Please read carefully after class and exchange your reading experience with your classmates!
Teaching this article, my biggest feeling is that the whole class can listen with relish and really follow me into the text and Robinson, so that they can have a strong interest in reading and gain reading methods in a happy classroom atmosphere. The biggest regret is that at a stage after learning this article, the reading exchange meeting of Robinson Crusoe was not held with the students in time.
Speaking of this, suddenly there is another "not simple": Yang is really a not simple writer. She always tells stories that children like to hear in seemingly easy-to-understand words, but it can bring them great gains. She is really easy to understand. Isn't that what we should learn in classroom teaching?
Bring My Heart Back to the Motherland describes how Chopin, a Polish musician, was forced to leave the motherland, devoted himself wholeheartedly to music creation and died in Paris, highlighting his dying request to "bring my heart back to the motherland" and expressing his strong patriotic feelings.
The "seeing off" section of the text is the key section of the full text, with detailed description and incisive emotional rendering, which has a strong impact on people's emotions and hearts. In the process of classroom teaching, I ask students to read, understand and recite this paragraph under the guidance of the teacher.
The first step is reading for the first time. What farewell scenes are written in this paragraph? (Singing farewell songs; The teacher's exhortation; Give me a silver cup. Read these three scenes freely and see where you are particularly moved and why.
The second step is to guide reading. Singing farewell songs; The teacher's exhortation; Give me a silver cup. Everyone deeply expressed an expectation: wherever you go, don't forget your motherland!
The third step is reading and reciting. Guide the students to grasp the key words, feel Chopin's inner changes, understand the deep affection of classmates and teachers and students contained in the article, and read and recite repeatedly.
When teaching, I find it difficult for students to understand that "he turned passion into notes and wrote the famous" Revolutionary Etudes "." The inspiring melody shows the cry and struggle of the Polish people. "In teaching, I put March of the Volunteers's lyrics out, played music, made them all stand up and sing it again, and then let me think about what people in dire straits would think and do after listening to such inspiring songs. Then I came to a conclusion that the Polish people will get rid of the pain of the failure of the uprising and continue their struggle after hearing this inspiring Revolutionary Etude. Therefore, although Chopin is in a foreign country, he is saving his motherland by devoting himself to music creation. I think that through this connection, students have a deeper understanding of the meaning of the sentence and a clearer feeling of Chopin.
Chapter Two: The Shoemaker's Son's Reflection on Teaching The text "The Shoemaker's Son" mainly describes that American President Lincoln just took office and was maliciously humiliated by senators when he made his first speech in the Senate. However, he immediately resolved the contradiction with a frank and touching speech and won amazing applause, thus showing his personality charm of superior wisdom, inclusiveness and equality. This textbook is an anthology, which is intended to let students read freely and learn to read in the process of independent reading. Because the style of this article is a speech, it is suitable for reading teaching. Therefore, we should emphasize the weight of reading in teaching, so that students can understand the meaning of some words in the process of reading. In teaching, I let students read independently and learn some speech skills by reading aloud and understanding the characteristics of characters.
First, teach yourself words and clear up reading obstacles.
This lesson is an anthology of this book, so students should be allowed to learn by themselves, especially the words. Before class, I arranged a preview for students to learn words by themselves and read the text. After I let the students read the text in class for the first time, the whole class took out some words and organized proofreading. This is also in line with the teaching concept of "returning the classroom to the students" in the new curriculum. However, in teaching, the link of making students correct is forgotten, which affects students' mastery of words.
Second, grasp the main line and study the main characters.
The text mainly focuses on the language description of the characters to highlight their spiritual outlook and personality charm. It is the key to study Lincoln's speech firmly in teaching, and it is the key to let students explore the deep connotation through the surface of language and writing. Seemingly plain and ordinary sentences contain profound philosophy, but only simple words. Only by understanding the inner feelings of the characters can we understand the gods of the characters and truly understand their charm. "What did Mr. Lincoln say in the face of the senator's humiliation?" "What do you think of what he said? Where is the good news? " Learn three paragraphs that Lincoln said, guide students to pay attention to the things behind the words, grasp the key words "very, certain, forever, then", and realize Lincoln's thought that there is no distinction between high and low. I am for everyone, and everyone is my broad mind, which perfectly unifies Lincoln's civilian thought and personality charm.
Third, supplement information and expand and extend it appropriately.
Lincoln is a politician with strong charm, so students should understand Lincoln's personality charm in the process of reading this article, so as to be influenced by humanities. But the students don't know much about him, so I put forward a request when arranging the preview, so that students can find relevant information and understand Lincoln's life, so as to help students understand the text and have a more comprehensive understanding of Mr. Lincoln. Arrange students to read Lincoln Biography after class to stimulate students' interest in reading after class.
Due to my limited level, there are still many shortcomings in this course. For example, when students learn to understand three paragraphs of Lincoln's speech, they don't fully understand the implied meaning. There is still a lack of reading speeches. Work harder in future classes.
Chapter III: Ansai Waist Drum Burning with Passion —— Reflections after Ansai Waist Drum Teaching. Ansai Waist Drum is an article praising the stirring life and majestic strength. Ansai waist drum is described as a kind of dance art that describes people, which shows the rough and unrestrained character of the people on the Loess Plateau, the positive and vigorous vitality of the people on the Plateau, and the spirit of fighting poverty, dreaming and pursuing a better future.
In teaching this text, I have the following considerations:
1. Grab "What an Ansai waist drum!" This main line runs through the whole paper, and as an introduction, four aspects of teaching are carried out at different levels. The question of each level is "Where is Ansai Waist Drum?" Guide the students to cut into the text and finally return to this point, so as to "what an Ansai waist drum!" Guide students to refine and summarize the essence of each layer and experience the artistic charm of Ansai waist drum. Highlight and deepen the main idea of the article.
2. Grasp key paragraphs and sentences and guide students to taste. The article describes the characteristics of Ansai waist drum from four aspects, one or three of which are key points, so I am full of colors and lead students to analyze sentences and read aloud. The sixth paragraph focuses on "like a shower, it is a hurried drum; Like a whirlwind, it is a flying tassel; Like a frog, it is a jumping step; Like a spark, it is a flashing pupil; Like killing a tiger, it is a powerful charm. "This kind of parallelism and metaphor leads students to taste the subtlety of language from words to phrases to sentences, and experience the grandeur, boldness and fierceness of Ansai waist drum. Secondly, the sentence "This waist drum makes the cold air become hot and dry immediately, makes the quiet sunshine splash immediately, and makes the sleeping world become excited immediately" leads students to mention three pairs of antonyms (cold-hot-dry; Quiet-splash; Sleepy-excited) to experience the grandeur, boldness and ferocity of Ansai waist drum. 3. Give priority to reading. The language of this article is very unique. The article uses a lot of parallelism and repetitive rhetoric methods. The language is magnificent, the rhythm is distinct and the feelings are strong. So I'm nervous all class.
Post texts to guide students to read aloud in various forms, such as individual reading, simultaneous reading, overlapping reading, reading by train, reading by boys and girls separately, reading by boys and girls together and so on. The most wonderful thing is to let the students overlap when reading the parallelism sentence in the sixth paragraph, which is very imposing. Through reading, let students feel the wonderful language, the meaning of the language and the deep meaning behind the language, and the charm of the language.
4. Effective use of multimedia means.
Students are not familiar with Ansai waist drum, so I use multimedia as an auxiliary means at the beginning of the class to play the video of waist drum performance, so that students can know Ansai waist drum emotionally and feel its majestic and thrilling image.
Throughout the class, I passionately interpret Ansai waist drum teaching and devote myself to teaching. Ansai waist drum has entered my heart and rumbled in my heart. The students read the text passionately and profoundly, and Ansai waist drum must ring in their hearts. A few tiny places are not as brilliant as I thought, but the whole class is burning with the passion of Ansai waist drum and Ansai waist drum!
Chapter four: Reflection after the teaching of Cowherd and Weaver Girl; Cowherd and Weaver Girl is a folk story, with equal and simple language, but it has entrusted the good wishes of the working people and reflected the traditional moral culture of our country. Cowherd reflects the industrious character of men in China agricultural society, and Weaver Girl reflects the virtuous spirit of women in China agricultural society. The heavenly queen represents the feudal conservative forces and reflects the ugly face of autocracy and cunning. The purpose of letting students read folk stories is to trigger a correct judgment of values and establish a correct outlook on life through the story plot.
Feel the spiritual connotation of the characters through plain language. The language of the text is very simple, but how to make students understand the meaning expressed in the text? For example, "Cowherd takes good care of that old cow." It is easy for students to understand how the cowherd takes good care of the old cow. There seems to be nothing to elaborate on. But from another angle, let the students retell according to the relevant points, especially creatively, so that the plain language can be vivid and internalized into their own language, and understand what kind of person Niu Lang is in retelling. (Kind-hearted, hard-working) Then read the summaries of Texts 2 and 3, and students will have a deeper understanding.
Through simple language, it leads to deep thinking. "I heard that Vega wanted to stay on earth, and my sisters admired her courage. They said many blessings to the Cowherd and the Weaver Girl, then said goodbye with tears and flew back to the Heavenly Palace. " Thinking 1: Why do fairies worship the Weaver Girl? Focus: Weaver Girl loves Cowherd's diligence and kindness. At the same time, the weaver girl gave up her wealth and was willing to live with the poor cowherd. Thinking 2: What do sisters say?
Chapter Five: Reflections on the Teaching of Language of Nature This lesson is an expository text, translated from the book "100,000 Why" by Ilya, a famous writer in the former Soviet Union. This language is easy to understand. After analyzing the situation, I think students will have no problem understanding the expression of the article, but some scientific knowledge mentioned in the article is somewhat difficult, but the teacher can't explain it too much in class, so the Chinese class becomes a science class. I have two ideas to solve this difficulty: first, let students fully preview before class and find out by looking up information; The second is to provide corresponding help in class, mainly with pictures and simple explanations. So I spent a lot of time on courseware making, mainly to help students break through these knowledge difficulties smoothly in classroom teaching.
And how to highlight Chinese in this course is also the focus of my thinking. What shall I do in this class? Just let students understand several natural languages? If so, there is no need to take this course. Students can read the text and consult the materials by themselves.