Two children argue about Japanese teaching reflection 1 This is a relatively simple classical Chinese, with interesting story content and a sense of picture, which makes it easy for students to enter the situation. Students have been exposed to classical Chinese before and have mastered certain methods of learning classical Chinese. So this lesson is easy to learn. The content of the text mainly tells us profound philosophy from many angles by two children arguing when the sun is far away from people and when it is close to people.
In class, I interrupt the sentences of the article first, and then give students enough time to practice reading aloud. Didn't you say that "reading a book a hundred times speaks for itself"? Then, let the students understand the main idea of the article according to the notes. In about 10 minutes, the students have basically understood the meaning of the article.
Students can basically answer the inspiration left by this article. But the students are a little confused about "Confucius can't decide" Didn't Confucius say that he was knowledgeable? Then why don't you know? In fact, at any time, the distance between the sun and us is the same. How do you explain the views of the two children in the article? Then look at our own scientific knowledge or look it up online. Then why didn't Confucius know? That was caused by the times, when technology was backward. Is Confucius' position in the eyes of the two children affected? Some students say yes, while others say no? At this point, I let the students imagine, if they think it will be affected, will Confucius still talk nonsense? Why? Only in this way can children deeply understand the quality of Confucius' "seeking truth from facts". Then it leads to "knowing is knowing, not knowing is not knowing, but knowing is knowing." Famous words.
Isn't this a good way to teach children "reality"?
Reflections on Japanese Debate Teaching for Two Children Part II: Because there are great differences between classical Chinese and modern Chinese in terms of diction and sentence making, stimulating their interest in learning classical Chinese will get twice the result with half the effort in classroom teaching. Now it seems that this goal has been achieved well, but I feel that there is still room for improvement. At the beginning of class, I started with the title of the article, grasped the word "debate" in the title, and started with the word "debate" to bring students directly into the situation of text creation. Then, by asking questions, let the students talk about the difficulties of their first contact with classical Chinese. This is the first step for me to find out the learning situation (reading comprehension difficulties), so I followed suit and guided: What methods should we use to solve such difficulties? Students tell us how to read more, consult notes and use materials. When reading the text, pay attention to the overall understanding and let the students read since the enlightenment by themselves.
I use a variety of reading methods, such as reading together, reading by myself, role reading, chanting and so on. I read well and read in various ways, and I understand the charm of classical Chinese. If students are allowed to freely combine and arrange textbooks and dramas in advance, their interest in learning can be further stimulated. By guiding the students to retell, find out the four axis words in the text, and find out the different views of the two children and their respective basis. Reading and understanding the article will lay a solid foundation for the later debate and in-depth understanding of the wisdom of "learning" and "being human".
The disadvantages of this course are: I always think that the most basic way to learn classical Chinese is reading aloud, and the best way is reading aloud; The emphasis is on reading, and the difficulty is also reading. "Read it a hundred times, and its meaning is self-evident." However, in the teaching practice, this method has not been well reflected, and because the rhythm of classical Chinese is difficult to grasp, the teacher wants to read the model essay, which I failed to do.
Two children argue about Japanese teaching. Chapter III Classroom teaching is a systematic project, which needs careful preparation from all aspects. In the past teaching, I always thought that classical Chinese was difficult to understand and it was difficult for students to learn independently, so cross talk was often used in classical Chinese teaching. Sentence by sentence, hand-to-hand translation of words to students, I hope that through this way, students will never ignore the doubts in the text. But I find that no matter how hard I try, it is difficult to improve the students' effect. In order to effectively improve the learning effect, I carefully conceived from many aspects, and finally decided to abandon the cross talk mode, implement the new curriculum standard, and adopt a new teaching method, that is, trust students' learning ability, let them learn independently and act as the masters of learning. After a class, I feel that the effect is not bad, which has been recognized and appreciated by many teachers, and the students feel good about themselves. In just 40 minutes, I think the following links are more successful:
1. Let the students study in groups and solve their own doubts about words and phrases in the text. Change the single teacher's questioning mode, the teacher calls the students to answer, the students make their own questions, and they call their classmates to answer questions. Students are very interested in this and feel that they have the right to study independently, and their enthusiasm is very high.
2. The quiz on word mastery in class can help students find their own problems in time and correct them in time, with obvious effect.
3. Changing the traditional serial translation into story retelling can not only make students consciously familiar with the text, but also fully exercise their generalization and expression skills.
4. Recitation adopts the method of reducing words, gradually increasing the difficulty, arousing students' desire to recite in class, with a strong sense of hierarchy and great interest of students.
Of course, there are also shortcomings: because some students have a poor foundation, classical Chinese is basically a blind spot, and they can't understand it at all, let alone question the discussion, so these people are at a loss in class. In addition, because students are nervous and a little stiff, some links have not been fully liberalized, and their initiative needs to be further improved.
Generally speaking, I think this course is quite successful and the design is reasonable, which embodies the spirit of "independent cooperation and inquiry" in the new curriculum standard. The teaching links are compact and have a strong sense of hierarchy. Students can really gain knowledge through their own thinking, discussion, questioning and solving doubts. Through this class, I also get a lot of inspiration and have a further understanding of the new curriculum standards. I hope that in the future teaching process, I can further improve the classroom and improve myself.
Reflections on the teaching of two children fighting for heaven 4 "Two children fighting for heaven" is a text in Unit 8 of Volume 11 of Primary School Chinese published by People's Education Press, and it is also the second classical Chinese in the textbook. Today I regard it as the first classical Chinese.
Classical Chinese reading in the sixth grade of primary school is to pave the way for the formal realization of the teaching goal of classical Chinese reading in the first grade, stimulate interest and lay a good foundation. Therefore, in the eighth reading guide, it is clearly pointed out that "this group of texts will guide you to contact classical Chinese" and "when you learn classical Chinese for the first time, you should read it word by word according to your notes and try to understand the text through your own efforts."
My teaching guiding ideology is:
1, read aloud. "Reading" is the main activity of reading teaching, and I will "read" throughout teaching. The reading in this lesson is divided into three levels:
1. Reading comprehension: Reading classical Chinese through various forms, such as students' trial reading, teachers' reading and personal practice reading. Especially: punctuate sentences correctly.
2. read. Students can read every sentence and understand the whole text through their own efforts in mutual learning.
3. study hard. Create situations to stimulate reading interest. Let students practice reading freely. Find a partner to read aloud to each other, and read aloud in different roles to show the vivid scene of two children arguing. These three levels of training fully reflect the hierarchy of reading teaching objectives from low to high and from easy to difficult.
2. Pay attention to the change of learning style. I let the students divide into study groups, which is more conducive to cooperative learning. Teaching provides opportunities for cooperative learning and communication and space for independent inquiry. For example, let students try to read, talk about feelings and draw difficult sentences, and try to explore by reading sentences against comments; Group discussion and cooperative exploration of things you don't understand. In this way, students' habit of autonomous learning and active inquiry is cultivated, so that students can truly become the masters of learning, their dominant position is implemented, and the spirit and ability of cooperation are cultivated. At the same time, I encourage students to look up information after class and get to know the relevant scientific knowledge contained in the different views of the two children online. Teachers consciously leave blank space, which also leaves space for students to explore independently.
3. Pay attention to the leading role of teachers. The teacher's demonstration reading with music not only makes students understand the charm of reading classical Chinese, but also plays a demonstration role in how to pause and punctuate sentences in classical Chinese. I also pay attention to changing my role, so that students can put forward difficult sentences for learning and teaching. Provide students with a platform for equal communication and independent learning. Organize students to discuss, exchange and compete. In cooperative learning, I noticed individual differences in the inspection and provided students with learning help.
4. Pay attention to the guidance of learning the law. Learn the rules with half the effort. For primary school students, how to learn classical Chinese is a thorny problem. "Two Children Debate Day" is the first classical Chinese they came into contact with. I lead the way with examples, guide students to intensive reading word by word, guide teachers to infiltrate the general methods of learning classical Chinese in time, and let students explore independently by using learning methods. Let students learn-learn and cultivate their abilities.
On Friday morning, I had a class in the Central Primary School, and I got the guidance and comments from teacher Zhu, a researcher. I feel good about myself. Although Mr. Zhu also pointed out some shortcomings to me, I still want to write down my after-class reflection on this course anyway.
First of all, Mr. Zhu thinks my topic introduction is very clever. Five minutes before class, I arranged a debate on "Boys are smarter or girls are smarter" (later, in class evaluation, everyone pointed out that it was better to change it to "Boys are capable or girls are capable", which laid the foundation for learning and encouraged students to take this class as a witness and give full play to their intelligence in class. I think it should be related to the extremely active classroom atmosphere, because the classroom has been fully opened to students, and they are eager to try. A word "debate", I made a big fuss and designed "what do you mean? What do you want to know when you see this word? " After the topic appears, use "What questions did the topic help us answer?" ? What other problems need us to solve? "The doubts of setting up literature.
Secondly, the classroom design is reasonable. From understanding language to understanding content to clarifying scientific truth, and finally to questioning words, the thinking is very clear. Teacher Zhu thinks it is the greatest advantage.
Third, there are several times to take care of in class. For example, doubts at the beginning of class and breakthroughs in class; The implicit debate before class is combined with the conclusion after class. The phrase "no matter whether it's a white cat or a black cat, it's a good cat that can catch mice" humorously praised and affirmed the students' performance in class.
Finally, Teacher Zhu pointed out the bright spot, that is, the questioning session after the end of the article. The students' questions are wonderful. "Two children laugh". Is the word "smile" here a mockery? "What does this story want to tell us?" Wait a minute. It shows that the students have completely entered the text, just as Mr. Zhu said, "This class is a relatively successful one, with the input of both students and teachers."
Of course, there are still many shortcomings. For example, the pre-class conversation only pays attention to the form, and does not listen carefully to the contents of the students' speeches. Before understanding the text, arrange students to talk about their initial impressions of the text; Finally, the presentation of scientific truth turns the abstraction of language into the image of physical demonstration, which is easier for students to understand.
In a word, I don't think there are many such experiences, but the experience is very valuable, so I should continue to exercise in the future practice.
Teaching Reflection on Two Children's Debate Day 6 "Two Children's Debate Day" is a short and pithy fable, which is easy to understand and easy to be understood by students. The language is full of childlike innocence of exploration and speculation, and it is suitable for students to read.
Simply from the perspective of classical Chinese teaching: grasping the special verb usage of disyllabic words "Wei" and "I" and the two loanwords in the last sentence can basically clear the word barrier; The other one comes from "... what?" This special symbol, learn to understand the rhetorical form in classical Chinese; Finally, it summarizes the linguistic features of this paper: the use of figurative sentences and rhetorical questions, vivid images and strong tone, and introduces the next thinking links. Through the students' self-questioning and self-answering, the two teaching tasks of word pronunciation and meaning dredging have been successfully completed, and the classroom teaching has achieved good results.
Use logic to guide the deepening and expansion of text meaning, and let the text return to thinking itself. Starting from the structure of the fable itself: short story+truth, we need to make a brief summary of the story, make clear the argument basis of the two children in the text, and draw a conclusion. With the help of the clear structure diagram and obvious keywords in the text, guide the students to say that the essential reason for the argument between the two children is different angles, and then comment on the two children and Confucius, affirming that the children are good at observing and thinking and Confucius' attitude of seeking truth from facts.
As for when it is near, when it is far, why it can't be solved at that time and so on. I can solve it with my students after class, but I am gilding the lily.
Reflections on Japanese Debate Teaching for Two Children 7 Two short-wave classical Chinese are selected in the textbook, aiming at enabling students to gradually understand classical Chinese, a cultural treasure with a long history in China, accumulating some basic knowledge of classical Chinese, enhancing their interest in learning classical Chinese and their basic skills in using it, and laying a solid foundation for junior high school students to learn classical Chinese more and better. "Two Children Debate Day" is one of them. In teaching, I aim at the characteristics of classical Chinese, contact with students' reality, activate the starting point, nurture methods and integrate goals, so that students can easily understand the content of the text and successfully complete the established teaching goals.
First, activate the starting point. It should be said that most students are unfamiliar with classical Chinese and a little scared. At first glance, it is all new knowledge. In fact, classical Chinese also comes from life. There are many things about classical Chinese in students' original language knowledge and language experience, but everyone is completely unaware of it. Activating the original knowledge and experience to make it the starting point of cognition and the growing point of new knowledge is of great significance to the construction of a preliminary understanding of classical Chinese. In teaching, I use idioms to import and costume dramas to show videos, which narrows the distance between vernacular Chinese and classical Chinese, and also eliminates students' strangeness and fear of classical Chinese to a certain extent. Before reading the text aloud, students tell the story content of the text in modern vernacular, which greatly reduces the difficulty for students to dredge the article and understand the content. When reading texts, comparing notes and understanding articles, they adopt the method of small class cooperative learning, so that students can understand and discuss according to their own life reality. After class, arrange students to read and talk about classical Chinese, such as Waiting for the Rabbit and Pulling out the Seedlings to Encourage. Because the content of the story is familiar to everyone, the old and the new meet and get better results.
Second, the method of pregnancy. Everything has laws to follow, and the problem is easy to solve. Both the methodology of Marxist philosophy and "learning is expensive" emphasize this point. Reading aloud helps to form a sense of classical Chinese language and accumulate classical Chinese vocabulary, which is the basic method of learning classical Chinese. In teaching, I pay attention to reading training and get its methods. At the beginning of the class, the teacher read aloud with affectionate voice, which immediately attracted the students and told them that they would read this classical Chinese as well as the teacher, even better than the teacher, and the enthusiasm of the students was mobilized, and the classroom atmosphere suddenly became active. Then, arrange students to read freely. It was not until they were ripe that they understood the meaning in groups, discussed how to read each sentence, and invited students to read on stage. On this basis, perform together and finally recite together, so that students can deepen their understanding of the text in the process of reading, unconsciously internalize classical Chinese into their own language, and at the same time master the basic methods of learning classical Chinese. At the same time, strengthening the communication between classical Chinese and modern vernacular Chinese, that is, communicating ancient and modern, and learning classical Chinese by using vocabulary and sentence patterns familiar to students, is another basic method to learn classical Chinese. If you know "ask why", let the students put themselves in their shoes. If you encounter such a situation, how will you say and write, so that students can understand that these two meanings are the same, but they have different views. Starting from learning classical Chinese will help students enter middle school and even study for life.
Third, integrate goals. The teaching effect depends on the scientific formulation of teaching objectives, the optimization of the process and the realization of the ultimate goal. It is the goal of knowledge and ability to let students know the language characteristics of classical Chinese and accumulate some classical Chinese vocabulary. "Cultivating students' interest in learning classical Chinese" makes students understand that "learning is endless" and "different angles lead to different results", which is the goal of emotion and values. Starting from the students' original language knowledge and experience, it is the goal of the process method to "read, use ancient and modern methods" and "discuss on the basis of dredging the meaning of the text". The goals of the three dimensions blend and merge with each other, which embodies the spirit of curriculum reform. In teaching, these goals are effectively integrated, which ensures the realization of the overall goals and achieves good results.
Two children argue about Japanese teaching reflection. 8 I am very happy to sit here and exchange some reviews and reflections on this teaching practice with you. I took a classical Chinese class "The Days of Two Children Debating". The content of the text mainly tells us profound philosophy from many angles by two children arguing when the sun is far away from people and when it is close to people. After the collective preparation of lessons by the teaching and research group and the guidance of many teachers, I feel that I have benefited a lot.
At the beginning, this course was mainly designed from the following angles:
1. According to the spirit of the second phase of curriculum reform, fully respect students' dominant position in the teaching process, improve students' participation consciousness, and give full play to students' subjective initiative.
2. Pay attention to the design of teaching according to the subject characteristics and students' learning ability.
3. Effective use of multimedia-assisted teaching.
4. Immediate results.
After the trial, I felt that some places were not handled satisfactorily, so I made some changes.
First, in the treatment of teaching materials
At first, I took the dialysis of the text connotation as the focus and difficulty of teaching, and spent a lot of time to solve this problem. After the lecture, it is found that it is difficult for seventh-grade children to deeply and carefully understand the connotation of the works in Liezi and express their own analysis, so the connotation is the difficulty of this paper. As classical Chinese, reading and translation are the key points, because for the seventh-grade students who are in the stage of image perception, the connotation of the text will naturally appear.
Second, in the design of the teaching process
At first, in order to enliven the classroom atmosphere, I designed such a part in teaching: to check the students' preview effect in the form of performing sketches and telling stories, including reading and translation of texts, which saved reading and translation in class. After the trial lecture, it is found that this method deviates from the characteristics of the subject, making the Chinese class more like a performance class, which is a bit beyond the learning ability level of seventh-grade students, resulting in some problems that cannot be done or are not accurate after class. After Mr. Cheng and Mr. Tian Yunjing corrected me, I discussed with my husband and deleted this link, confirming the basic position and importance of reading in classical Chinese teaching, so that students can read repeatedly with questions and goals and put reading into practice.
Third, in the use of multimedia.
At first, I designed powerpoint to assist teaching, because it can replace blackboard writing and attract students' attention with vivid pictures. However, after the trial, it was found that powerpoint sometimes put teachers in an awkward position. When I ask students to answer questions, the students' answers may be different from the order I preset in the courseware, so I can't feedback the students' answers in time. So I had many long discussions with Mr. Sun Baoping, and we found that word is not as vivid and intuitive as powerpoint, but it is very convenient and flexible. For example, I want students to translate the key words in a sentence. The traditional blackboard teaching is to add some dots under the words. word can paint these words in red to make them more eye-catching. Writing on the blackboard, sometimes students sitting in the back row may not be able to see clearly, but this problem will not appear when word is displayed in full screen. Word also allows operators to randomly move words, randomly add or delete words, and randomly add tables. Let teachers follow students, and students can fully respect students' dominant position in the teaching process, so as to avoid making teachers an accomplice in teaching and making teaching steps a trap to follow. And word field operation is much faster than powerpoint. This can be called the effective use of multimedia.
Fourth, about the immediate effect.
At first, I thought that after many readings and detailed analysis, students could recite the text immediately. However, after the trial, it is found that without certain recitation guidance and time, it is impossible to achieve the purpose of classroom recitation. So under the guidance of Mr. Xu and Mr. Du Chuiyun, I arranged a recitation guide, which is to present the conclusions, basis and judgment angles of the two children's arguments in a table, and then use this table as the topic of reciting the text, which greatly improves the possibility and accuracy of students' recitation in class. Through various forms of recitation inspection, it is found that about 80% or more students can recite the text initially, and some students with strong ability can recite the text accurately and fluently.
This teaching practice touched me a lot. It used to be said that good articles were not written, but changed. Now I find that good lessons are not conceived, but spoken. In the future teaching, I will continue to study the teaching materials and keep and continue some good methods and experiences. There are still some areas that need to be improved in teaching, such as accurately grasping the classroom teaching time and giving accurate and appropriate evaluation to students' answers. I will continue to improve and improve.
Finally, please allow me to say thank you to the leaders and teachers who have been caring and helping me.
Reflections on the teaching of two children fighting for heaven 9 "Two children fighting for heaven" is a classical Chinese article in the second volume of grade six. In the past, students have also been exposed to classical Chinese, such as The Son of Young, which has a certain foundation for learning classical Chinese. In teaching this course, I no longer help students understand the text word for word, but believe in students' ability and try to let them learn independently, which has achieved good results.
First, pay attention to reading the text.
As the saying goes, "Reading a book a hundred times reveals its meaning", especially in classical Chinese. Only on the basis of correct and skilled reading can we understand the text correctly. When teaching, I read the text first. For longer sentences, ask students to mark where they should pause. Sentence breaks in classical Chinese must be correct in order to understand them correctly. After the students are familiar with reading, I choose two students to read the text in a competition, and the rest listen to their advantages and disadvantages, so as to achieve the goal of reading correctly and skillfully.
Second, grasp the key sentences and understand the content of the text.
In teaching, I let students read the dictionary by themselves and understand the content of the text. Sentences that focus on guiding two children to explain their views and reasons. In the understanding that "the sunrise is as big as a car cover, and the noon is like a dish", isn't this for people far away but for people near? Let the students proceed from the reality of life, for example, the tree in the distance looks small and the tree in the vicinity looks tall, so as to truly understand the meaning of the sentence and know why the children draw the conclusion that the distance is small and the distance is big according to the phenomena they see, and then sum up the characteristics that children are good at observing and speaking.
Third, tell stories in different roles and mobilize students' learning enthusiasm in various forms.
On the basis of understanding the text, let the students tell stories in different roles. Speak in groups first, and then choose a group with good performance and high enthusiasm to perform the text on stage. Students interpret "the day when two children debated" according to their own understanding, and deepen their understanding of the text. The diversification of learning forms in the classroom can arouse students' learning enthusiasm, and the learning effect is particularly good.
There are also some shortcomings in the teaching of this course. For example, students are not allowed to consult the materials carefully before class, and understand the results of "debating Japan" from a scientific point of view, but only make written materials at the end of class, which is not conducive to students' autonomous learning and good study habits. There is also the attitude of seeking truth from facts towards Confucius, and the education of honesty and trustworthiness for students in combination with their usual performance. These shortcomings need to be improved in the next teaching.
As a teacher, only by constantly summing up their own experience and shortcomings in classroom teaching can they get more enlightenment and make their future teaching more perfect.
Teaching Reflection on Two Children's Debate on the Day 10 Teaching Classical Chinese "Two Children's Debate on the Day", in order to effectively improve the learning effect, I carefully conceived from many aspects, and finally decided to abandon the cross talk mode, implement the spirit of curriculum reform, and adopt a new teaching method, which is to believe in students' learning ability, let them learn independently and act as the masters of learning. After a class, I feel the effect is not bad, and the students feel quite good about themselves.
In just 40 minutes, I think the following links are more successful:
1. In the process of introducing the new curriculum, I designed a variety of schemes, and finally decided to start with the word "debate". When writing on the blackboard, I deliberately wrote "debate" as "discrimination", which are two words that students often confuse. As expected, the students' interest suddenly came up, pointing out that the teacher had written a wrong word. Through the difference, it is concluded that "debate" is "debate, debate"; While praising the students' good observation and thinking, it leads to the center of this paper: What are the two children arguing about the sun? On this basis, students are interested in research and have a very high enthusiasm for learning.
2. Before class, students will get twice the result with half the effort if they fully preview the text. I carefully designed the preview navigation of this lesson:
(1), collect relevant information about Confucius.
(2) Read the text carefully, learn the new words in the text and understand the meaning according to the notes.
(3) With the help of notes and reference books, talk about the meaning of every sentence in the text.
(4) Read the text again, draw a sentence with the word "-"and tell me what you read.
(5) What do you understand after reading this text? Let the students preview in a targeted way. Facts have proved that this preview is effective. Students express their opinions in class, and many of them are in place. For the opinions and reasons put forward by the two children, through the debates among students, teachers and students, and using the collected extracurricular materials, students can understand that the coolness of the sun at different times has nothing to do with the distance between the sun and the earth.
3. Instead of learning the text step by step according to the content of the text in class, students are consciously guided to find out the mystery of "debating Japan", which is the focus of this paper, and then leads to "Confucius can't decide" and thus gets the enlightenment of "debating Japan". This teaching process makes students interested in the text from beginning to end.
Disadvantages:
1, I always think that the most basic way to learn classical Chinese is reading aloud, and the best way is reading aloud; The emphasis is on reading, and the difficulty is also reading. "Read it a hundred times, and its meaning is self-evident." However, in the teaching practice, this method has not been well reflected, and because the rhythm of classical Chinese is difficult to grasp, the teacher wants to read the model essay, which I failed to do.
2. Students understand the meaning of the text according to the notes. When communicating with the whole class, because time is tight, the communication is a bit hasty, a mere formality, and the purpose of communication cannot be achieved.
3. There are probably two understandings of the humanistic connotation of this article: I am sure that the two children dare to laugh at Confucius and challenge authority; Or praise Confucius for "knowing is knowing, not knowing is not knowing, and knowing is also". In the classroom, students' feelings are profound. Many excellent students can explain it with reality, but middle and lower students don't understand it. The classroom should be the classroom of every student, and teachers should evaluate and guide the students' explanations in time.
Re-instructional design:
The most basic way to learn classical Chinese is reading aloud, and the best way is reading aloud; The emphasis is on reading, and the difficulty is also reading. "Read it a hundred times, and its meaning is self-evident." In the future, teachers should read model essays and guide students to read classical Chinese. First, we should slow down the reading speed, second, we should pause appropriately, and third, we should read the tone of different sentences. This is not for the far, the small and the near. Read the tone of rhetorical questions. Give students enough time to read aloud, adopt different forms of reading aloud, strengthen students' perception and improve learning efficiency.