Reflections on the teaching of the second volume of Chinese in grade four

Reflections on the teaching of the second volume of Chinese in the fourth grade of Jiangsu Education Press

1. Reflections on the teaching of "Let's plant trees"

This poem depicts the young pioneers' active participation in tree planting activities in vivid language, tells us the importance of tree planting, and expresses the determination of young pioneers to plant trees and transform nature. The full text is concise, echoing from beginning to end, and the language is infectious.

Because the content of the text is simple, I have adopted various forms of reading in this course: self-reading, mutual reading, individual reading, finger reading, group reading, boys reading, girls reading and so on. Let students read in a multi-level and all-round way, and experience the author's thoughts in reading, which has obvious effects. In reading aloud, I asked the children to talk about the benefits of planting trees in combination with the text and the preview before class (reading the relevant materials in supplementary exercises), so as to understand why more trees should be planted.

When deeply understanding poetry, grasp the sentence "Let's plant trees together" and guide students into the text. This sentence appears twice in the text, which is the key phrase in this poem and the core of the text for students to understand this poem. I guide students to see the deeper meaning behind the words through the superficial meaning expressed by the words-indicating the great determination of young pioneers to plant trees and transform nature. By reading the second paragraph, I gradually understand the specific benefits of planting trees, and on this basis, I understand the specific meanings of words such as "green factory", "green hope" and "green treasure house".

Finally, students have a better understanding of the text when reading the slogan of planting trees together. I believe that the students are right about "planting trees, which is beneficial to the present and the future!"

2. Reflections on the teaching of The First Apricot Flower

The First Apricot Flower is a phenological story. Zhu Kezhen, a famous scientist in China, asked the children twice about the specific time when apricot blossoms first opened, and praised Zhu Kezhen's meticulous scientific research attitude. This story tells students that only through accurate and meticulous observation can we master the law of things' changes.

In this class, reading runs through, and different forms of reading guide students to feel, accumulate and use language. When reading for the first time, read the text correctly and smoothly, and draw words that you don't understand. Read carefully, guide students to grasp key words, grasp doubts in students' self-study, think while reading, and understand the thoughts and feelings of characters.

Learn the second paragraph of the text and focus on guiding the reading of the dialogue. Most of this conversation has no hints. In teaching, let the students distinguish who said these words in reading, and think about the tone and expression of the characters in combination with the language and the previous content, and then read them in different roles. Guide students to read aloud. "Grandpa Zhu suddenly looked a few decades younger and immediately rushed to the front."

Courtyard ","Grandpa Zhu returned to his study, opened his notebook and solemnly wrote down this day: Tomb-Sweeping Day "and other words, feeling the excitement of Grandpa Zhu after getting the accurate time and his rigorous and meticulous scientific research attitude.

3. Thoughts on Swallow Teaching

Swallow is an essay. This article is fresh and lively in language and accurate and vivid in description. The lively and lovely appearance of swallows, the habit of migratory birds chasing after spring, the light and flexible flying posture and the quiet and elegant rest scene are all vividly displayed on the paper, revealing the author's love for spring and swallows between the lines.

In teaching, I ask students to finish the fourth question after class through preview, and the second natural period of classroom teaching is combined with the fourth question after class for group cooperative learning. Through group discussion, students taste "blowing" and "scattering" and write down the softness of spring breeze and spring rain. "Brilliant" expresses the germination of everything in spring, with bright colors and full of vitality everywhere. When I understand the word "market", I ask students to talk about their feelings about going to the market, and then think about who is going to the market in the text. Why do you say that? By connecting with life, students suddenly understand how many flowers bloom in spring, giving people a lively feeling. After the students watch the beautiful scenery of spring, let the students talk about what other words you can use to praise spring according to their own knowledge. Let the students feel the softness of spring breeze, the liveliness and loveliness of spring rain and swallows, and let them talk about some ancient poems they have learned. The students' ideas were suddenly opened. The students said beautiful poems, such as "I want to wet my clothes and apricot flowers, but I don't feel cold in the willows", "The rain in the sky is crisp, and the grass color is far from near" and "I don't know who cut the thin leaves, but the spring breeze in February is like scissors". This not only expands classroom teaching, further enriches students' language accumulation, but also stimulates students' love for the language of the motherland.

4. Reflections on the teaching of two ancient poems

The people of China have always loved spring, and many literati have left the imprint of spring. The text of this unit can be described as colorful spring. These two poems about spring are also arranged in two ancient poems, which shows that spring is changeable. Encounter in Spring is the work of Cheng Hao, a poet in Song Dynasty. This poem was written by the author because of his spring outing, describing the beautiful spring scenery and expressing the happy mood of spring outing. The new curriculum standard points out that all grades in primary schools should attach importance to reading aloud, have some feelings in reading, cultivate a sense of language in reading and be influenced by emotions in reading. Reading is an end and a means of understanding. So when I teach ancient poetry, I first ask students to read aloud in various forms, feel the whole in reading and find something in reading.

On the basis of guiding students to read well, let them read poems repeatedly, and let them read poems thoroughly by looking at pictures, looking up dictionaries and discussing in groups, so as to guide students to imagine what scenery the author has captured while reading and write the beauty of spring. What did you write in the third and fourth sentences of the poem? See which word the poet describes. Because students have a certain foundation in learning ancient poems, they can find "joy" at a glance, so they can feel the poet's mood at that time and recite it emotionally.

5. Reflections on the teaching of "Five-pointed Star in Apple"

The Five-pointed Star in Apple is an article full of children's interest. This paper describes a little-known secret that my neighbor's little boy "passed on" to me: if you cut the apple from the middle, a five-pointed star pattern will appear in the apple core, which inspired me-creativity comes from breaking the conventional way of thinking.

Because the children have done this experiment before class, it is no secret that there is a five-pointed star hidden in the apple, so there is no mystery. I think this text is easy to explain, but it is not very good in class: some children don't even know what the five-pointed star in apple is, let alone what the general creativity is. I was disheartened in this class and decided to take measures to remedy it. I don't allow students to learn anything in my class. So I used the morning reading time of the next day to conduct a reflow teaching. I let the children read the text thoroughly, and then try to figure out the tone of the dialogue between the characters, so as to judge the different meanings of what the little boy and I said in the apple. On this basis, several stories about creativity are listed, so that children can feel the charm of creativity and the charm of characters breaking away from conventional thinking and creating miracles. On this basis, back to the text, the child's understanding will be much deeper than the last lesson. After such a comeback, it also made me take my Chinese teaching more seriously. Simple is not simple, sometimes it depends on how you plan.

This is an article with childlike innocence. The combination of narration and discussion is thought-provoking and enlightening.

When reading the text carefully, guide students to understand the key words, and deeply understand the connotation of the text in independent reading and mutual communication. At the beginning of the text, the little boy in the neighbor's house is briefly introduced. Let students know the little boy's lively, naive and curious characteristics through words such as "frequent visitor", "almost every day", "report", "news" and "new skills". Then, let the students think while reading: When the little boy wanted to show me the new skills he learned in kindergarten, what did I say and why? Then I realized that "I" answered "I know what's inside" without thinking based on my own experience of peeling apples. Students are carefully instructed to read aloud in class, which fully shows the innocence and liveliness of the little boy and the disapproval of "I".

The third paragraph specifically introduces the process of the little boy cutting apples. In teaching, students are required to draw sentences describing the way the little boy cuts the apple and the resulting patterns, and guide them to compare with the usual cutting methods. Understand the words such as "waist cutting", "section" and "clarity" in sentences with physical demonstrations to help students understand these sentences.

6. Thinking about the "best path" teaching

The text of "The Best Path" mainly tells that the architect Gropes had a big headache for the path design of Disneyland, and inadvertently got the inspiration of "giving people free choice" from the way the old lady managed the vineyard, thus designing the best path in the world. The full-text narrative image is vivid, the language is concise, the characters are full, concise and profound.

Learning the part of "Encountering problems", I guide students to chew words repeatedly, grasp key words and phrases, and feel the characteristics of characters. The comparative description of "overcoming countless problems" and "insignificant path design" and the enumerated figures of "more than 40 years of research" and "revised more than 50 times, none of which satisfied him" made everyone feel the rigorous and serious personality charm of Gropes. This also laid the foundation for the final design of the best path in the following articles.

In the process of being "inspired", the method of vineyard owners selling grapes is closely related to Gropes' path design scheme. After reading this part, I let go directly, return the class time to the students, guide them to draw two ways to sell grapes through reading and marking, compare the results, think about which way to sell grapes is good, and explore where. Fully respect and trust students, delegate power to students, give them the opportunity to read, think and understand the text independently, organize them to discuss, ask questions and communicate, and give students the opportunity to fully express their thoughts. Students' enthusiasm for participation is so high that even those who are often reticent in class take the initiative to raise their hands to speak: many gardeners put their grapes on the side of the road and shout at passing cars and pedestrians, but few people sell them; In an unattended vineyard, you can pick a basket of grapes with only 5 francs, but the result is that the grapes are sold out first in the grape producing areas that stretch for hundreds of miles. In a harmonious atmosphere, students' perceptual ability and innovative thinking are reflected. They were surprised to find that the old lady selling grapes was an innovator with a "unique way of thinking". The way she sells grapes is different, but it reflects the warmth and charm of human nature: she respects others, trusts others and gives them the freedom to choose.

On this basis, learn the design of Gropes again, and guide students to discover and summarize the similarities and differences between his design path and the old lady: adopt a different and natural way to give the right to choose to others, Let everyone find a suitable ................................................................................................................ and read the text with emotion, so as to deepen their understanding of the text.

7. Reflections on the Teaching of "Humanities Teachers"

This is a text about bionics, focusing on several examples that human beings want to learn from animals in flight design, ship design and architectural design. , and specifically elaborated the harvest of human learning from nature by taking biology as a teacher. The article is informative, interesting, concise and easy to understand, which is convenient for students to read by themselves in since the enlightenment. Therefore, in teaching, we break the previous teaching routine, let students learn independently, let them actively participate in the discussion and research of classroom teaching, experience the fun of independent learning and learning Chinese, and stimulate students' strong desire to explore nature. I follow this principle in teaching, change the learning style of rote learning and mechanical memory, and advocate the learning style of autonomy, cooperation and inquiry.

Grade four students already have the ability to preview, so when previewing independently, I ask students to collect relevant words or pictures from multiple channels and communicate in groups. When reading the text intensively, we should mainly grasp the key paragraphs, that is, the third, fourth and fifth natural paragraphs, and study them repeatedly to dig out the connotation of the text. Because the structures of these three natural paragraphs are similar, the group cooperative learning method is adopted to give students the space to choose freely, and to carry out cooperative exploration, discussion and exchange around the parts they are most interested in, to screen valuable problems and to promote students' positive thinking and in-depth discussion. For example, "all kinds of creatures in nature are really good teachers for human beings!" "What does it give us? Apart from the things listed in the article, what other creatures have humans learned? Wait a minute.

Through group communication, show the learning results and reflect the cooperation in the learning process. The process of cooperation is a process of thinking collision between teachers and students, a process of mutual learning and acceptance, and a process of sharing learning results. In the process of cooperative inquiry, students are encouraged to boldly imagine and dare to question, and guided to find and solve problems by themselves. Students' thirst for knowledge is particularly strong and the classroom atmosphere is unprecedented.

8. Reflections on the teaching of "three visits to the thatched cottage"

Visit to the Caotang is based on the 37th chapter of Luo Guanzhong's famous classical historical novel Romance of the Three Kingdoms, in which "Si Mahui recommended the famous Liu Xuande to revisit the Caotang". The article tells the story of Liu Bei's three visits to the cottage, sincerely inviting Zhuge Liang to come out of the mountain to help him complete the great cause of reunifying the country, and praised Liu Bei's spirit of seeking and respecting the virtuous.

In teaching, I grasp the main line of "Liu Bei sincerely meets Zhuge Liang" to start teaching, so that students can understand the text by looking for words, words and sentences that show Liu Bei's sincerity, talking about their own experiences and reading sentences with emotion. Students read the text silently and have a dialogue with the text, and find the key words in the text: ① The dialogue between Zhang Fei and Liu Bei in the second quarter. Zhang Fei "shouted" and tied up. In a short sentence, a "reckless" and "sloppy" fierce Zhang Fei jumped to the page. It is interesting for children to read Zhang Fei's words. Knowing Zhang Fei's attitude, the children talked about Liu Bei's performance. From "angrily" and "don't go", the children saw that Liu Bei was angry with his sworn brother for Zhuge Liang, which was enough to show his sincerity. (2) In the experience of the word "respect", I introduced the meaning of the word "respect" to them. Adding a little below the fine print is actually a variant of "heart", which shows sincere respect for others, thus feeling Liu Bei's sincerity between the lines. (3) Understand some behaviors of Liu Bei's "dismounting and walking lightly".

Knock gently, walk in gently, wait under the steps, and walk in quickly. By understanding these details, the children realized Liu Bei's piety and respect for Zhuge Liang. (4) Seize the time word "a long time, an hour" and let students imagine the scene at that time, telling them that Liu Bei was 47 years old and Zhuge Liang was only 27 years old, so that students can understand Liu Bei's reversal of the ceremony of military attache, appreciate his modesty and courtesy, and feel Liu Bei's sincerity more deeply.

It can be seen that in teaching, guiding students through the process of "pondering the text, scrutinizing the language and feeling the emotion" can effectively improve students' Chinese literacy.

9. Thoughts on Qihuangyang Teaching

Qi Huangyang is a historical story, which tells the story of Qi Huangyang's abdication and recommendation. Qi Huangyang was unable to hold the post of "Captain of China Army" because of his legs and feet, so he resigned as Duke Mourn of Jin and recommended Xie Hu, an enemy who killed his father, as his successor. However, the man was very ill and died soon. Qi recommended his son to succeed to the throne, which embodies the noble quality of Qi's not avoiding enemies outside, not avoiding relatives at home, and doing things with public interests at heart.

In teaching this class, I mainly started with the sentence "Qi Huangyang doesn't avoid enemies outside, doesn't avoid relatives inside, and puts public interests above everything else". I first understood the meaning of the sentence, and then I asked: Why did Qi Huangyang recommend his enemy to solve the fox, and then why did he recommend his son Wu Qi? Guide students to sort out the context of the article, study the dialogue, understand it with reason, and feel the noble quality of Qi Huangyang's dedication to the country and selfless dedication. When studying the key paragraph 3- 1 1 natural paragraph, I divided it into two levels. In the classroom, students are mainly instructed to learn the 3-7 natural section, that is, the "outward lift" part, and then let students learn the 8- 1 1 natural section, that is, the "inward lift" part with the learning method just now. When studying the "outreach" part, I first provoked the students' cognitive conflict. "Qi Huangyang actually recommended his father-killer as a lieutenant in China's army. The teacher thinks he is a very confused person. " The students disagreed. "Do you want to convince the teacher?" In order to fully mobilize students' desire for exploration. Then ask the students to find out the key words or sentences to taste. Guided by reading, let students boldly imagine what the characters at that time would think. How to say it, such as "Qi Huangyang thinks, what is he thinking?" "What will Qi Huangyang's relatives and friends say when they hear that he actually recommended the father killer to the position of lieutenant in the Chinese Army?" In-depth, constantly lead the students' experience to the depths, and let them fully understand the connotation of the text. Finally, transfer the learning method and teach yourself the "internal lifting" part. The effect is good.

In the teaching process, in order to deeply understand the quality of Huang Qiyang, I adopted the form of imaginative expression. I said, "Qi Huangyang actually recommended his father-killer to the position of lieutenant in the Chinese Army. He not only mourned the public in surprise, but also did not understand the fox. What do you think he will think, say and do if I tell him? What is the reaction of relatives and friends when they hear about this? " In order to stimulate students' desire to explore, we can not only deeply understand the inner world of Qi Huangyang, but also cultivate students' expressive ability. When I got to the back of the religion, I threw another question: "Qi Huangyang recommended his son Wu Qi. As soon as the minister of the DPRK heard about it, he would

What's the reaction? Click Center again. Later, I added a story about Qi Huangyang to the students. The image of Qi Huangyang's dedication to the country and selfless dedication is more stable in the hearts of the students.

10. Reflections on the teaching of "refusing gifts for public servants"

This passage is a one-act play, which tells the story that more than two thousand years ago, Prime Minister Lu refused the carp fish given to the housekeeper by a doctor. In teaching, I adopted the following methods:

First of all, understand the characteristics of the script in comparison.

When introducing the text, I ask the students to read the text silently and compare it with the narratives they have learned before. What is the difference? The students soon found the difference: at first, they explained the time, place and people. Explain the scenery and people's activities with square brackets. Explain tone, action, etc. When you speak in brackets. Don't read the contents in brackets. "The curtain rises" is the curtain, and "the curtain falls" is the curtain. I also made it clear that we call a play with only one act a one-act play. More than one play is called a full-length play.

Second, feel the personality quality in the analysis.

The class revolves around several questions: ① Do public officials like to eat fish? Where can I come out? (2) How did the official ceremony refuse the gift? (3) Gong Yixiu likes to eat fish. Why did she refuse carp? The students soon discovered the official saying that Hugh likes to eat fish. "The taste of carp is delicious!" I haven't eaten fish for a long time. I bought one today and ate it all at once. ""As long as I have fish to eat every day, I will be satisfied. "Through the taste of these words, I can understand Gong Yixiu's love for carp. From the conversation between the housekeeper and Gong Yixiu, I realized the wisdom of Gong Yixiu, the incomprehension of Zi Ming, the flattery and helplessness of the housekeeper. The student also mastered the relevant vocabulary to understand the reasons why he refused the gift: "Because …" and "If". Here, the official made two assumptions: first, if you collect other people's fish, you must act according to their wishes, which will inevitably violate national laws and regulations; Step two, if you break the law and become a sinner, then you can't eat fish at all. This leads to the conclusion that "you can't take other people's fish". Gong Yixiu admits that he loves fish, but if he wants to eat fish, he must buy it himself, so that he can always eat fresh fish. From middle school students, I realized the superb knowledge and honest character of public officials.

Third, deepen understanding in situational performance.

On the basis of reading through the text, let the students rehearse in groups and improvise to deepen their understanding of the characters. After the performance of the first group of students, the whole class affirmed their performance, but also put forward some suggestions, so the second group of students were relatively more engaged and incisive when performing.

1 1. Reflections on The Soldiers in White Forever

What I did well in this course was that the teaching objectives were clear and I grasped "high risk, high intensity and high efficiency". Ye Xin runs at full speed like a tireless machine, saving one patient after another from death. " This central sentence begins teaching, which allows students to find and discuss in groups where you realize the high risk, high intensity and high efficiency of working in Ye Xin, giving students enough time to study independently and achieving good teaching results. However, in the teaching process, students' understanding of "three highs" is not very thorough. When communicating sentences, they should not be confused. To help students distinguish which "Gao" this sentence belongs to, it is more conducive to students to understand these three words and better understand the text.

Through equal dialogue and communication between teachers and students, let students find their own moving places, and then read them carefully and savor them according to their own life experiences. In this way, we can not only understand the characters and express our feelings, but also deepen our understanding of The Warrior in White and activate our emotional experience.

But perhaps it is because students lack the opportunity of autonomous learning, the classroom communication atmosphere of the whole class is not warm enough, and students are a little passive in learning; Therefore, in the future teaching, I will give students more space for autonomous learning and let them adapt to various teaching methods.

12. Reflection after teaching Tomato Sun

In the teaching of this text, I start with the tone change of the main line of the article-"I", grasp "what the author is saying to you" and "what kind of mood and state of mind", and lead students to read the text and enter the author's heart.

Necessary teaching resources are an important part of Chinese teaching. When guiding students to read the first section with emotion, I organically introduced the author Wei's life. The first student's interpretation of emotion is not in place, and he can't understand Life.