Reflection on Ansai Waist Drum after class III? piece

Reflection on Ansai Waist Drum after class-

Ansai Waist Drum is an article praising the stirring life and majestic power. From beginning to end, this text has maintained a fast rhythm, with one parallelism after another, like one drum after another, and the climax is repeated, which does not give people a chance to breathe. The fast pace makes the content expression more enthusiastic and exciting, which fully shows the charm of life and strength. Therefore, according to this feature, the following learning objectives are formulated: 1. Read the article passionately, feel the forceful and rhythmic language, and experience rhetorical devices such as parallelism and repetition and the expression effect of short sentences. 2. Taste the life force and indomitable spirit of Ansai waist drum, and feel the boldness, perseverance and enthusiasm of people on the Loess Plateau. In class, after showing the learning objectives, a video of Ansai waist drum was played first, so that students could have an intuitive feeling about Ansai waist drum and write their feelings in the textbook. Then the teacher gave a brief introduction to Ansai waist drum. With such feelings and understanding, let the students read the text aloud, that is, the first section of this lesson: reading aloud? Perception. Talk about your feelings after reading aloud. _ _ _ _ _ _ _ _ _ _ _ _ _ _ Ansai waist drum? For the sentence pattern. The second section: reading aloud? Taste. Think about which sentences or paragraphs in the article can convey this feeling? First, ask students to sketch independently, then communicate in groups and discuss: how do the sentences or paragraphs you sketch convey your feelings? (Hint: It can be considered from the perspectives of sentence patterns, words, rhetorical devices, etc.) Finally, write a paragraph imitating the parallelism sentences in the text, describing the scenes during the class exercises, chorus or sports meeting. (1? 15 words) to understand and use the author's forceful and rhythmic language.

In teaching, showing videos can well introduce students into classroom situations and stimulate students' interest in reading texts. The concise introduction of Ansai waist drum makes students know about it and deepen their impression. In the word link, on the basis of students' pronunciation, they write their own textbooks twice and explain their meanings, which effectively implements new words. But reading aloud? In this part of perception, students read the text first, and the teacher has not given any restrictions and requirements, which makes it seem aimless and shows it after reading the text. _ _ _ _ _ _ _ _ _ _ _ _ _ _ Ansai waist drum? When talking about feelings, I found that students were a little confused and didn't have enough time to think, so not many students took the initiative to answer questions in class. Second, reading aloud? In the taste session, students don't read enough. After sketching out the sentences that convey their feelings, students should be allowed to read them repeatedly to taste their own feelings, so this session is somewhat regrettable. Moreover, because students have no contact with sentence patterns and other knowledge, even if they are prompted, they are very confused, so that there is an instant silence. Therefore, examples should be given first in this link for students' reference, so that the classroom atmosphere will be much more active.

Therefore, it is a little nervous to accomplish the above two learning goals in one class. The first goal has been basically achieved, but the second goal has not been completed well because of the tight time. Students have not really felt the spirit belonging to Ansai Waist Drum and the people of the Loess Plateau.

In view of the above experience, positive improvement in the teaching of another class is believed to achieve the expected goal. Reflection on Ansai Waist Drum II

In preparation for this class, every time I read the text, listen to the recording, watch videos and pictures, I was deeply impressed by the indomitable and tenacious living conditions of Ansai people. I am sure that these words touched me, and these sound and light pictures also played an important role. I think that children living in the city have a cognitive distance from the Loess Plateau and Ansai waist drum. If they are given pre-rendering and arouse their cognitive emotions, the taste of words will be more detailed and more in place.

Based on this thinking, I'm going to listen to the folk songs of northern Shaanxi in class and feel the style of the Loess Plateau. Watch the performance fragments of waist drum and feel the magnificent momentum of Ansai waist drum fire; Listen to the text, recite the recording, taste the text, and at the same time render the emotion of praising Ansai's waist drum. Judging from the feedback after class, these teaching methods have indeed played a good role in paving the way and greatly mobilized students' interest in participating in the classroom. After class, the students unanimously asked to play the video again, listen to the recording again and sing the song again. I have a strong interest in the Loess Plateau and its art, and I strongly agree with the indomitable and strong fighting spirit reflected by Ansai waist drum.

However, in teaching, due to the problem of how to choose teaching materials, there are still some regrets left in class-loose before tight, poor reading taste!

actually, the focus of this class should be on reading the text and tasting the language. Because the pre-class rendering preparation time is too long (about 15 minutes), we can only deal with the key links in a hurry. I think the only way to solve the problem is to compress the imported materials. The material that can be deleted is Bao's "Shandandan Blossoms in Red" and the waist drum performance fragment 1.

sometimes, you can't be reluctant because you like it. Give up? It should be a skill in Chinese teaching. Don't say that the imported material can? Give up? Even if the content of the text is of little significance to the completion of teaching objectives, is it okay? Give up? And?

　? Give up? It is a strategy, a teaching consciousness and a superb teaching art. Dare to give up, skillfully give up, will focus on, high-quality and efficient completion of teaching. Reflections on Ansai Waist Drum after class III

Ansai Waist Drum is an article praising the stirring life and majestic power. Describing Ansai waist drum as a kind of dance art to describe people shows the rugged and bold character of the people on the Loess Plateau, the active and vigorous vitality of the people on the Plateau, and the spirit of fighting hard against poverty, dreaming and pursuing a better future.

The article describes the characteristics of Ansai waist drum from four aspects, such as fierce dance scenes, heavy noise, shocking power and changing dance moves. Paragraph 6? 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 sparks, it is the pupil of flash; Fighting tigers, is a strong charm. ? This parallelism and figurative sentence leads students to deeply taste the subtlety of language from words to phrases to sentences, and experience the grandeur, boldness and fierceness of Ansai waist drum. Students can be guided to imitate sentences here. ? Like thunder, it's a huge noise, like a dragon, it's a majestic charm? .

　? This waist drum makes the cold air hot and dry immediately, makes the quiet sunshine splash immediately, and makes the sleepy world excited immediately? This sentence leads students to grasp three pairs of antonyms (cold-hot; Quiet-splash; Sleepy-excited) to experience the grandeur, boldness and fierceness of Ansai waist drum. Guide students to use words with opposite or relative meanings in their own language to enhance the expression effect of sentences. Such as the sound of the piano, the quiet classroom becomes noisy, the indifferent heart becomes hot, and the weak me becomes strong. ? It burns you, threatens you and shakes you? Catch the verb? Burning, threatening, shocking? Experience the vigorous vitality of Ansai waist drum.

The language of this article is very unique. The article uses a lot of parallelism and repeated rhetorical methods, and the language has a distinct rhythm and strong feelings. Therefore, my class guides students to read aloud in various forms, including individual reading, simultaneous reading, separate reading and introduction reading for boys and girls, and so on. Through reading, students can feel the wonderful language and feel the charm of the language.

　? What an Ansai waist drum! ? Sentences appear repeatedly in the text, singing and sighing, repeating and repeating, which is very rhythmic and musical! When reading aloud, the number of students reading aloud in these aspects is increasing every time, which makes students feel like tall buildings, step by step, and expresses their sincere praise for Ansai waist drum!

In class, let students watch the video of Ansai's waist drum performance, which is helpful for students to deepen their understanding of the text. After watching the video, I asked the students, what did you hear from the drums? Some students are very clever, linking the sentences in the text "Two Springs Reflecting the Moon", saying that they have heard the struggle against fate, their stubborn cry, their hope for a better life in the future, and they do not flinch in the face of difficulties. A student Yang said:? We are still young, and we don't hear much. ? I smiled and said: You are right. When you grow up and have life experience, you will hear more from the drums? . I also said that we will learn a willow in Qinghai Plateau in the next class, and we can learn a lot from that willow.

in short, the teaching of this course focuses on reading, which promotes enlightenment, and the effect is very good.