Confucius and Students describes Confucius, a great educator in China in the Spring and Autumn Period, who taught students in accordance with their aptitude and was respected by students, thus making students understand that they should keep learning despite their own advantages. Fourth-grade students know little about Confucius, a great educator. Before class, I arranged for children to collect information and pictures about Confucius. In class, I combined the information in the hands of teachers and students to provide a platform for students to exchange information. So in the teaching of this class, I feel most satisfied with the materials, pictures and aphorisms collected by students after class. Through rich pictures and detailed information introduction, students have a more comprehensive understanding of Confucius. In the process of learning, students can't help sighing "Ah, Ah", which makes the image of Confucius take root in their hearts. On this basis, they can study the text again, which provides students with opportunities to learn and think. The basic feature of reflective language in the teaching of Confucius and Students, the first volume of the fourth grade, is "the unity of humanity and instrumentality". In the face of a textbook, the first thing to grasp is where the characteristics of this article are and where you can train. How to carry out "the unity of humanity and instrumentality"? However, a class is only 40 minutes, which is a constant. You can only give up when you teach, and you can really gain something. Therefore, when analyzing textbooks, we should grasp the most valuable things in the text for teaching and training. The language of this class is very distinctive, and the short passage conveys Confucius' profound educational thought by describing the dialogue between characters. I put humanism on understanding Confucius' educational thoughts-"teaching students in accordance with their aptitude" and "teaching students in accordance with their aptitude", from which I can get an education, and I can feel what kind of character Confucius is from the language and writing. It is difficult for students to understand the relationship between Confucius and students through dialogue, and it is also difficult to understand his educational thought by means of text language, that is, the difficulty of teaching. In the concrete operation, I pay attention to guiding students to grasp the subtleties of some languages, chew words repeatedly, analyze sentences and go deeper and deeper, thus effectively training and guiding students. The question I use is "What kind of person is Confucius?" Guiding students to delve deeply into the text and feel the characteristics of characters in the depth and details of the text not only conforms to the characteristics of this kind of class, but also conforms to the law of reading teaching, so that the "calling structure" of the text and the students' "reading expectation" blend with each other, resulting in harmonious * * * sound and * * vibration, which makes the classroom extremely tense and attractive. I found that "meditation" and "feedback communication" in teaching felt the quality of Confucius from language. It would be better if we could ask questions properly, guide students to deepen their feelings and give full play to the role of teacher-student dialogue. In fact, the ideological education in Chinese classroom is included in the understanding, reading and answering of the text, so that students can be infected by the characters in the text while training Chinese. The instrumentality and humanity of Chinese are unified. Reflections on the teaching of Confucius and Students: When I was teaching Confucius and Students today, I asked a question when I was checking the students' preview: "What is the important reason why Confucius is respected by students?" In my opinion, this is a simple question, because there is a ready-made answer in the text-teaching all students in accordance with their aptitude is an important reason why Confucius is respected by students. But the students' answers are varied. Surprised, I summed up several reasons: 1, students' ability to extract text information is not high. For a long time, I seldom ask students to summarize the main contents of the article and implement "fuzzy understanding" in the handling of the main contents. Lead to the deviation of students' summing-up ability. 2. Students can't contact the text well to solve problems. The phenomenon of "taking horses as reins" is prominent in thought, and the consciousness of "taking literature as the foundation" is not strong. Although the students previewed the text, they didn't understand the meaning of "teaching students in accordance with their aptitude", so it's not surprising that they don't know how to answer this question. In order to make up for this situation, I decided to strengthen the training of students to summarize and refine the main contents in this semester's teaching. It is necessary to improve students' overall perception ability. Educate students to study around the text and carry out outward bound training on the basis of thoroughly understanding the text. I have added a lot of extra-curricular knowledge to my teaching, from the current situation of "learning to be an official" and "being an official" before Confucius, to the establishment of private schools, and then to today's campus. From ancient times to the present, from private schools to schools. The students finally understand the influence of Confucius' educational thought on today. Looking at the students' suddenly enlightened expressions, I finally breathed a sigh of relief How to work hard after class? How to improve the "course itself"? It is still worth pondering. Thinking 2: From the perspective of the new curriculum standard concept, most of what I "speak" has suppressed students' expressive ability. But at the same time, I also feel that it is because of my detailed introduction and elaboration that students can deepen their understanding of Confucius and sublimate their understanding of the text. I wonder if the teacher can tell students how they feel about reading without their knowledge. When students can't say how they feel, the teacher's feelings can be said. Is it more educational and inspiring for children? Reflections on Confucius and Students' Teaching One of Confucius' students saw a child fall into a rushing river, so he jumped in desperation to save her. The child's father gave him a cow to thank him, and he accepted it happily. Everyone said he was too greedy, but Confucius said to him, you did the right thing, because your behavior announced to the society: as long as you save people in danger, you can accept it no matter how much the reward is, which can encourage more people to save people! During the Spring and Autumn Period, the Lu government stipulated that anyone who passed by and traveled abroad could redeem her native who was enslaved in a foreign country with money first, and then go to the government for reimbursement after returning home. However, after one of Confucius' students redeemed her, she was not reimbursed. People praised her for her noble character. Confucius severely criticized him, saying that his behavior prevented more slaves from being redeemed in Lu, because people would suffer if they didn't pay back their debts, which showed that students with less personality than Confucius had to pretend not to see them in the future! Tell me what these two stories have given you. These two materials tell two stories about Confucius and his disciples. The first one is that Confucius praised the students for being brave and got a valuable reward gift, and the second one is that Confucius criticized the students for not being reimbursed by the government after redeeming slaves. Two students, one is to save people, the other is to redeem people, in a word, they are all good deeds; A student was criticized but praised by Confucius, and a pocketbook was praised but scolded by Confucius. It can be seen that Confucius is in favor of rewarding those who do good and not letting those who do good suffer. There will be a question here: why do saints who have always advocated Confucian morality value money so much? Answering this question is the key to completing the composition, which involves interests and morality. Argumentative paper: Zen meditation under the banner of Moral University on the 9th floor was involved in the case. At first, I was puzzled by Confucius' words: the student who saved Lunu without paying the bill was blamed, and the student who saved his life but accepted the thank-you gift was praised. Concealed meditation has a far-reaching impact. Who should be the biggest beneficiary when looking at problems and doing things? Although individuals get valuable returns, the biggest beneficiaries are the country and society, which is bigger or smaller, which is self-evident. In fact, the relationship between virtue and benefit is not completely opposite. It is only because we hold high the moral banner in our hearts that we make a wrong judgment on all slightly deviated behaviors. (mention and analysis) the ancients said: "The grid is above the plum and accumulated among the bamboos; Virtue must be right and quality is elegant. " Indeed, morality is a noble character. From ancient times to the present, morality is an eternal topic and the foundation of being a man. Without morality, one cannot stand on one's feet. However, when we admire morality, we often go too far, as if morality and money are natural enemies. When evaluating a person's morality, it is unwise or even completely wrong to focus all eyes on money. In the Millennium, Professor Yuan Longping accepted the first "highest scientific honor award" of 5 million yuan. According to the above theory, should we consider him immoral? No, the popularity of two-line hybrid rice technology in Yuan Longping has enabled China to feed hundreds of millions of people in the world. In contrast, this 5 million yuan is insignificant for his contribution. The reason why the state set up this award is to encourage scientists to make greater contributions to the country, let the world know that China is a country that respects talents, and thus attract more domestic talents, overseas students and foreign scientists to work in China. The "reward effect" has been really fruitful in recent years. China made a historic breakthrough in the Athens Olympic Games. After the competition, the state rewarded the athletes who won the gold medal. This incident caused a lot of discussion, and the words of accusation filled my ears. But I think reward is a kind of catalyst, which can motivate more athletes to achieve good results. Maybe we will win the first place in the total number of gold medals in 2008. We can't think that athletes lose their morality when they get bonuses. Don't women volleyball players collectively donate money to charity? Coincidentally, when SARS was prevalent last year, didn't Real Madrid players who made huge sums of money in China also donate huge sums of money to china charity federation? Of course, we should not forget the great righteousness, but we should correctly treat and handle the relationship between morality and interests. Not long ago, facing the fishermen who fell into the water along the coast of Leizhou, someone shouted "charge first and then save people", which made people shudder. The incident that a Korean star published a "photo album" in the name of "comfort women" is even more irritating. This kind of behavior of valuing profit over morality and taking advantage of loopholes to make money is disgusting. Under the situation of market economy, it is particularly important to deal with the relationship between morality and interests. We should not misappropriate the concept of morality unilaterally, but should treat and deal with moral problems rationally. My friend, let's treat interests with rationality and maintain morality with rationality!