Reflection refers to turning around and thinking in reverse, which is also translated as reflection and reflection. The following is my reflection on the teaching of "I can't break my word", hoping to help you!
Reflections on the Teaching of I Can't Break My Promise (I)
Today, I attended the eighth lesson of Book 5 of People's Education Press, and I skimmed the text. This text has been spoken for a Sunday. Song Yaoru's family is going to a friend's house, and her second daughter, Soong Ching Ling, also wants to go. But it suddenly occurred to her that she was going to teach Jane how to fold a flower basket this morning. Her parents advised her to teach another day, but she stayed and kept her promise.
Honesty and trustworthiness is the basic principle of being a man. Paying attention to honesty is the traditional virtue of our Chinese nation and an important content of our socialist spiritual civilization construction today. Familiarize yourself with the text through role-playing reading in teaching. On the basis of being familiar with the text, you can further understand the valuable quality of celebrating your age and keeping your word by thinking about what the text touched you, so that children can be influenced and inspired.
After two classes, there are many places worthy of review and reflection, which are arranged as follows:
1. Unexpected trustworthiness and dishonesty.
One of the accidents: before class, we said that good friends should keep faith with each other. I carefully wrote the word "keep faith" on the blackboard. Then I showed the topic. While writing the topic, I asked the students, what should I say if keeping promises is used in my topic? Strangely, most of the students in the two classes almost said without thinking that I couldn't keep my word. This surprised me more or less. I chuckled. Why didn't I turn the corner? When I ask again, if I can't keep my word, can I still be friends? Many children reacted and were anxious to correct them. It should be that I want to keep my word and I can keep my word. Another classmate said that I broke my word. I think the main reason for this problem is that students haven't developed the habit of thinking, and they won't compare and think about the meaning and relationship between breaking promises and keeping promises. I think, through this analysis, we not only understand the meaning of keeping promises and breaking promises, but also remind students to answer questions well.
Accident 2: After learning the text, I asked my classmates to talk about their lives. Have they ever encountered similar things of keeping promises or breaking promises in their daily lives? I thought my classmates would talk about people standing me up in their lives. Unexpectedly, the two students who stood up said that they had broken their word and apologized to each other. This surprised me very much and deeply felt the child's virginity. Children are so cute that they often pass the buck in their daily lives and blame others for their mistakes. Once educated, they are completely different. They will find their own problems and sincerely apologize to each other. I'm thinking that our education can also have more stories to guide students' introspection, which may be more effective than blindly criticizing.
2. Same teamwork, different efficiency.
Both classes have arranged the reading of the text in groups and roles, and the tasks are exactly the same. Because the instructions are different when arranging the requirements, the efficiency is completely different.
In the first class, after assigning roles to the group leader and preparing to read the report aloud, ask the students to cooperate. But I turned around twice, and there was still a group arguing because of the poor distribution of roles, which wasted a lot of time and was inefficient.
In the second class, I made it clear that the group leader should finish assigning roles within 5 seconds and immediately enter reading aloud. Teams that exceed the time limit will be warned. You can read unfamiliar sentences several times when reading. Sit down immediately after reading it. Compare which group is best prepared, and hurry up. In this way, there are fewer invalid arguments in the first class, and all groups are engaged in reading aloud as quickly as possible, which obviously improves the efficiency.
It can be seen that whether the teaching link can play its greatest role and be more effective depends on the teacher's organization and regulation of the classroom. One more word and clear requirements may save a few minutes and be more efficient.
3. Fan the air and explain, generate in the generation.
In the first class, I found that the air was empty. Some children read the first sound, while others read the fourth sound. The argument was fruitless. Although I thought it was the first time, I was not sure. So, let the children look up the dictionary and find that reading the first sound is a waste of time.
In the first class, I corrected the pronunciation according to the children's reaction, and understood the meaning in the text. The second class became my default. I'm going to point it out according to what students read when they first read the text. Sure enough, when the child was reading, he read the fourth sound. At the same time, there is something wrong with the word explanation, which is read flat. Now that the pronunciation and meaning are understood, the explanation cannot be let go. After correcting the pronunciation, I generated a link for students to explain to Xiaozhen that it was Soong Ching Ling. In this way, we not only understand what happened in the article, but also realize the harm of breaking faith to Xiaozhen's heart and further understand the importance of keeping faith. The effect is very good! It can be seen that it is very important for teachers to keenly grasp the wrong resources displayed by students in class and generate them effectively in real time.
These two classes reflect that there are still many things worth digging, such as how to make students know that Song Yaoru's friend is Soong Ching Ling's uncle; How to make each child explain the main content of the text clearly; How to introduce Soong Ching Ling, who is too far away from their children, to find ways to solve these problems is more beneficial to students.
Reflections on the Teaching of I Can't Break My Promise 2
The lesson "I can't break my word" tells a story of Soong Ching Ling when she was a child. Soong Ching Ling gave up going to his uncle's house to see lovely pigeons in order to go to an appointment to teach her good friend Xiaozhen to fold a flower basket, which showed Soong Ching Ling's honest and trustworthy character. Because this is a skimming text, I intend to let the students learn by themselves. I showed the idiom "A promise is worth a thousand dollars". Most students don't know what it means. After I told the students that the meaning of the promise was hidden in the text, I let the students read and learn the text by themselves. Finally, everyone ended their study in the practice of saying what they did. After a class, what I said was half less than when I came, but the students' enthusiasm for learning was very high and the effect was surprisingly good. After class, many students wrote down their ideas in their compositions. For example, Meng wrote: I learned lesson 8 today, and I can't break my word. I know that Soong Ching Ling didn't go to my uncle to tutor Xiaozhen to fold the flower basket. She is a trustworthy employer, and I want to be a trustworthy person like her.
When discussing and exchanging the content told by the text and the content told by the story in teaching, I guide students to grasp the following key contents for understanding and experience:
(1) Soong Ching Ling looks very happy. She has been looking forward to going to this uncle's house for a long time. Uncle's pigeon, with a sharp mouth and red eyes, is very beautiful! Uncle also said he would give her one! It is necessary to guide students to grasp some words and understand how much Soong Ching Ling wants to go to his uncle's house to see those lovely pigeons. So I want to go, but I can't show how valuable it is for a child to make sacrifices to keep his promise!
(2) no! No way! Jane will blow when she comes. How terrible that is! Qingling said as she pulled her hand back. Soong Ching Ling's words show that she has realized that although it is not impossible to teach Xiaozhen to fold the flower basket tomorrow, if she is angry, she will feel sorry for Xiaozhen. If her father asked Qingling why she didn't leave, and her answer was a little hesitant (because Qingling just indicated that she was going to teach Xiaozhen to fold the flower basket that day, but it didn't mean that she wouldn't go), then Qingling pulled her hand back at this time, which directly showed her attitude.
(3) no, mom. If I forget this matter, I can apologize when I see her tomorrow; But I haven't forgotten, I can't break my word! If Soong Ching Ling only thought that Xiaozhen would feel sorry for Xiaozhen when she answered her father's suggestion, then when she answered her mother's suggestion, she made it clear that it was her dishonesty to apologize to Xiaozhen because she didn't forget. This kind of treachery, which is knowingly committed, is even more wrong than unintentional treachery. It also shows the noble character of Soong Ching Ling. When discussing the requirements in conjunctions, teachers can also divide what the text tells us and what the story tells us into several small questions: Does Soong Ching Ling want to go to her uncle's house? Why didn't she stop? How did others convince them? What did she say? What inspiration did you get from it? Waiting to help students understand.
In teaching, let students read, feel in reading, and try to read out their feelings and artistic conception; Let the students discuss and discuss the source of true feelings; Let students taste and express their feelings in the text; Let students experience the taste of life; Ask the students to act out the emotion and character of the hero.
Taking this opportunity, I asked the students, what other famous aphorisms about honesty do you know? This leads to:
1. Not pure and sincere, not touching. Zhuangzi
Keep your word and do what you want. Confucius
3. A gentleman is ashamed of words but not of deeds. Zisi
4. Benevolence, courtesy, wisdom and faith. The five permanent members should not be confused. Three Character Classic
What you said is the first. Disciple's rules
Through this lesson, I have two thoughts: first, ideological and moral education should run through teaching activities. Infiltrate traditional culture into teaching properly and organically. What is taught in class is not only literacy, but also the truth of being a man. The second is to trust students in teaching and let go when it is time to let go. In this class, I gave students the initiative to learn and fully mobilized their autonomy and enthusiasm for learning.
At the same time, I also found that in the process of preparing lessons, the study of teaching materials is still very superficial. When preparing lessons in the future, we should study the teaching materials more solidly.
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