Yang's second-class review draft

Model essay on the second-class evaluation draft of Yang's Son (8 articles in total)

Classroom evaluation refers to the value judgment of the activities of teachers and students in classroom teaching and the changes caused by them according to the classroom teaching objectives. The following is a model essay (8 selected essays) of the edited version of Yang's Son's Comment on You. Welcome to reading.

Yang Gongzi's second-class review 1 Yang Gongzi is selected from Shi Shuo Xin Yu written by the Southern Dynasties, which is a novel mainly recording anecdotes of gentry from the end of Han Dynasty to the Jin Dynasty. The Son of Yang tells the story of a nine-year-old boy named Yang in Liang State, who responds to other people's stories with wit and cleverness. The plot is simple and the language is humorous, which is quite interesting. This article is the first classical Chinese that children come into contact with in primary school. The article is short and pithy, only 53 words. But it is still difficult for students who have just come into contact with classical Chinese. But in just 40 minutes of teaching, Mr. Li stimulated students' interest in learning classical Chinese and taught them the method of reading aloud, which well reflected the teaching concept of classical Chinese in the new curriculum standard and Chinese curriculum standard. Teacher Li's whole class process is natural and smooth. Mainly reflected in the following aspects:

First, stimulate and cultivate interest.

The class begins with the teacher's introduction, capturing ancient prose, then opening a topic to understand "the son of Yang", and then guiding students to learn the naming method of the topic and give themselves names, such as "the son of Li" and "the son of Wang". The students immediately became interested in this article. Another example: from the simple beginning, we have narrowed the distance between ancient Chinese. Another example is the extension at the end of class: please be a witty and clever "son of Yang". If a person named Liu or Li comes to visit, how should you deal with it? The student replied: I have never heard that willow is the tree of the old man's family, and plum is the fruit of the old man's family. Although it is a simple exercise and easy for students to learn, it actually includes a comprehensive examination of students' listening, speaking, reading and writing. We should not only understand the content of classical Chinese, but also master the methods of choosing words and making sentences in classical Chinese, which truly embodies the teaching ideal of making the difficult easy and simplifying the complicated.

Second, take reading aloud as the main line

In teaching, Mr. Li guides students to read repeatedly from beginning to end, such as free reading, roll call reading, train reading, chorus reading, example reading, teacher-student cooperation reading and so on. Let the students read aloud fully, and then guide the questions in reading aloud. First of all, the problem of pronunciation. "Answer" yìng "with the definite fruit" WYEI ".These two words are polyphonic words. How to read them in the text, let the students analyze them according to the understanding and context of the upper and lower questions, and finally draw a conclusion. Then there is a pause in reading. " Confucius/Peacock/Confucius' Family/Poultry "For these difficult pauses in reading, let the students read aloud first and give the children a demonstration reading, especially" Poultry "and" Family/Poultry ",because the meaning of" Poultry "in classical Chinese is different from that in modern sense, but the students don't. The teacher's model essay reading not only cultivates students' listening and speaking ability, but also enables students to learn to find and solve problems and understand the meaning of sentences in reading. This is definitely not a simple imitation, it is the feeling of doing as the Romans do.

Third, explore the meaning of the text and guide the study of law.

As the saying goes, "it is better to teach people to fish than to teach them to fish." Teaching means not teaching. In order to make students understand classical Chinese, we should first understand the meaning of those typical monosyllabic words in the text. In teaching, Miss Li dares to let go and let students read and understand the meaning of classical Chinese independently. For example, the word "Yi" in Junping Kong Like His Father refers to the visit in the notes. Then let children learn, such as "what", "what" and "show", let students learn to learn with the help of annotations, and guide them to dredge sentences, combine words and implement sentences. This is a habit of learning classical Chinese. When understanding "for the sake of bearing fruit", Mr. Li questioned who bears fruit for whom and guided children to learn ancient Chinese in the context. The infiltration of the method is simple and clear, natural and smooth.

At the same time, guide students to feel the agility of Yang's son's thinking and the humor of his language: make a fuss about the surname, and the children also make a fuss about the surname. Let the students read and think about the sentences repeatedly, so that they can understand that Yang's son skillfully refuted the statement that "peacock is the owner's poultry". At the same time, it also reflects Mr. Li's uniqueness in teaching presupposition.

Fourth, discuss.

The tone of "unheard of" is euphemistic. At first, students couldn't understand. If students carry out it, they may feel better. Teacher Li pays attention to cultivating students' divergent thinking in teaching. For example, it is an interesting design to let the student representative theories be "X's son (daughter)". If they are expanding, please ask the students to say in classical Chinese: This is your cat. Teacher XXX in our class is very clever. Where is your home? Waiting for a verdict. This transfer application not only enhances the interest in learning, but also enables students to apply what they have learned immediately, killing two birds with one stone.

The second kind of review draft of Yang's son II. First, pay attention to the guidance of reading aloud

In classroom teaching, teachers focus on "teaching students to learn and learn to learn", and strive to reduce the difficulty of learning classical Chinese and cultivate students to feel the language characteristics of classical Chinese. Because students are beginners in classical Chinese, the pause in reading the text is inaccurate. So the teacher adopted various reading methods, such as example reading, name reading, students' practice reading, deskmate reading, etc., which made the children read it again and again with great interest. Although it takes a lot of time, I obviously feel that students will read it better every time and their understanding will deepen. This is definitely not a simple imitation, but an entry-level taste.

Second, pay attention to giving students learning methods.

This is the first time for students to learn classical Chinese, so it is a key point to understand classical Chinese. Students have a basic knowledge of ancient poetry and know how to translate it. So in class, teachers let students try to understand the meaning of classical Chinese, and only explain and guide some difficult places. In the process of communicating students' understanding, the teacher also introduces two basic methods of understanding classical Chinese, namely "reading notes" and "connecting with context", which naturally guide students in learning methods and make them feel that this method is obtained by everyone in practice and is easier for children to master.

Third, the teaching design is well organized and closely related to the theme.

Before revealing the topic, the teacher told the children the story of Mark Twain, so that the children could feel the art of language. In the expansion link, the language materials in life that reflect the language art in comprehensive learning are applied, which are very close to children's lives. With the preview and expansion of this class, children have a deeper understanding of the art of language.

When the students understood the meaning of the text and the subtle language of the article, the teacher threw out the central question of the article: What is the beauty of Yang's son's answer? Some students immediately answered easily: Yang's son followed the new train of thought and skillfully used his surname to answer. However, when I realized the mystery of "I didn't hear that peacocks were Confucius' poultry", the teacher said a little more. If you can design it this way, the teacher creates a situation and shows a set of sentences "Peacock is a master of poultry" and "I have never heard of peacock as a master of poultry" to help students understand the difference in tone between the two statements through comparison. If you read them correctly, you will realize that even if you read them aloud with emotion, it will naturally highlight the key points of the article and break through the difficulties-to experience Andy's politeness, wisdom, humor and wit.

Today, I listened to teacher Chen's classical Chinese teaching "The Son of Yang" and benefited a lot! Let me talk about my personal gains, please criticize and correct me.

First, the effectiveness of reading guidance

Guide students to read the text correctly, so that students like reading classical Chinese when they first come into contact with it. At the beginning, students have no taste in reading ancient Chinese, so the teacher will make a model essay reading, and then let the students practice reading, so that the children can finally find the feeling of reading ancient Chinese.

Second, the guidance of learning methods.

This is the first time for students to learn classical Chinese, so it is a key point to understand classical Chinese. Students have the foundation of learning ancient poems, and they guide how to translate them. So Mr. Chen asked the students to try to understand the meaning of classical Chinese by themselves, and only explained some difficult places. In the process of communicating students' own understanding, the teacher also introduced two basic methods of understanding classical Chinese: "reading notes" and "linking context", which are very effective in guiding the learning method and make students feel that this method is obtained by everyone in practice and it is easier for children to learn.

Third, pay attention to students' dominant position.

In a word, Mr. Chen's classroom teaching design is clear, closely related to different levels of themes, and every teaching link is solid and effective. From the accumulation and display in class to the recommended bibliography after class, every link is for students, and there is no unnecessary link. It can be said that such classes have really played the role of "simply teaching Chinese, dividing students into volumes and seeking development in a down-to-earth manner".

Today, I was lucky enough to listen to the lesson "The Son of Yang" taught by Mr. Wu, and I gained a lot. "The Son of Yang" is a standard experimental textbook for compulsory education curriculum. This is a classical Chinese text with 55 words. The language is concise and easy to understand. Mainly tells the story of making fun of Yang's surname, and Yang answers blows with blows, showing Yang's "wisdom". The purpose of choosing this course is: first, to expose students to classical Chinese and have a preliminary understanding of classical Chinese; The second is to understand the meaning of ancient Chinese; Third, let students feel the humor and wit of the characters' language in the story.

In the teaching process, Mr. Wu attaches great importance to paying attention to students' emotions through "analysis" and timely reading guidance, and has really created an "emotional classroom", "sentiment classroom", "dialogue classroom" and "display classroom" to make Chinese class interesting. I think Mr. Wu has achieved "five realities" in this course: solid teaching skills, rich classroom knowledge, rich emotional experience, plain classroom language and real teaching effect. Teacher Wu humorously felt the charm of classical Chinese with students in a relaxed and independent atmosphere, which highlighted the efficiency of independent classroom. The general feeling that this course gives me is:

First of all, the fun of classroom lead-in-we can feel her feelings even before she plays.

Effective classroom lead-in is to fully mobilize students' learning enthusiasm in a short time and enter the next learning link. At the beginning of the class, Mr. Wu played two games with the students. The first is to read famous ancient Chinese sentences with different tones, severity and pauses. For example, words must be done, and actions must be fruitful. Make friends and keep your word. Not only reviewed the old knowledge, but also created a strong flavor of ancient Chinese. The second game is to let students distinguish the appellations of "I" and "you" in ancient Chinese, such as Wu, Er, Xia Xia, Your Excellency, Jun, I, etc., and let students address themselves like this. In this way, students can unconsciously classify and accumulate in the game.

Second, classroom reading-the effectiveness of reading is self-evident.

1. Read the text correctly, fluently and rhythmically for the first time. Teacher Wu instructs students to read at three levels in this class: correct reading, fluent reading and reading rhythm. From easy to difficult to read the taste of classical Chinese, prepare for students to understand and feel the full text. Teacher Wu asked the students to draw a rhythm line through model reading, and then asked them to try it in the water. Students mastered the essentials of reading at once, and the effect was obvious.

2. Read the text and experience the humor of the characters' language. In this session, Mr. Wu grasped the key sentences and carefully guided reading, which was really introductory. Having tasted enough, Mr. Wu threw out the central question of this article: What is the most exciting and interesting story? The students said in unison, "This is the fruit of your family. I have never heard that peacocks know their own domestic birds. " Teacher Wu seized the opportunity to ask the child, "Do you like it or what Yang said?" "Young's son" everyone happens to coincide. "Why?" Everyone is speechless. In children's eyes, love doesn't have to have a reason, but it needs to get to the bottom of it in teaching. Teacher Wu cleverly suggested, "Why do you say peacocks are the poultry of their owners, not elephants and pandas? "A stone stirred up a thousand waves, and the children talked more and the classroom atmosphere became lively. The children expressed their opinions and told Mr. Yang's wonderful answer. Junping Kong made a fuss about surnames, and so did the children. From his surname Kong, he thought of peacock.

In the experience of "answering big words", Mr. Wang's guidance is even more ingenious. She talked with the students, with a smile, accompanied by action, and said vividly; "This is the fruit of your family." The students did not answer in time. Teacher Wu smiled and said that the answer was not timely enough. It's just that this is another demonstration, and the child responded quickly this time. Teacher Wu also lets students experience the wonder of language and the agility of children by answering questions at the same table and pointing out dialogues. It is better to compare whether to add or remove "unheard of". Teacher Wu created a situation and showed a set of sentences "Peacock is a master of poultry" and "I have never heard of peacock as a master of poultry", which helped students understand the difference in tone between the two statements through comparison.

Then, Mr. Wu put this sentence in the context for everyone to perform. This student should be Yang's son, and Mr. Wu should be. After reading it, I found that someone already understood. Then Mr. Wu asked them to read Yang's son's response again in their own group. In a short time, the children have understood, and emotional reading is natural. Where is the clever answer? I think the design of this link is just right, which naturally highlights the key point of the article-to experience Yang's politeness, wisdom, humor and smoothness. Students can't understand. Wit and humor of language. That is to highlight key points, break through difficulties and achieve the effectiveness of teaching.

After studying the text, Mr. Wu designed such a question, "If it is Li Junping, how should I answer?" The students almost blurted out, which shows that the students' study in this class is effective.

Third, the guidance of learning methods-it is better to teach people to fish than to teach people to fish.

Teacher Wu asked the children to learn the text by themselves against their notes. At this time, although it took a long time, I don't think it was wasted. We obviously feel the initiative of students in learning. When the whole class reported the exchange, the children read better and better, and their understanding deepened and they understood the story. This also completes the learning goal of "reading sentences in classical Chinese and understanding the content of stories". What's more worth mentioning is that in this teaching process, Mr. Wu taught students not to fish, but to fish, and also taught students two ways to learn classical Chinese. For example, "Liang's son is nine years old and very smart." When understanding this sentence, after the students answered correctly, the teacher asked about the understanding of the word "what". The students replied that there are notes in the text, and the teacher pointed out that this is one of the ways to learn classical Chinese-to understand the meaning of sentences with reference to notes. And let students learn other sentences in this way and use them flexibly. For another example, when learning the sentence "For the sake of fruit, there are bayberry in the fruit", the teacher asked "Who ordered the fruit for whom? How do you know? " So as to teach students the second way to learn classical Chinese-to understand the content of the text in context. Through this teaching, students not only understand this short story of classical Chinese, but also learn the basic methods of learning classical Chinese. The second teaching goal of this class has also been effectively achieved.

Of course, classroom teaching is a regrettable art, and the shortcomings of this class are as follows: Mr. Wu designed the question "What are the characteristics of this article in writing" during the teaching process. I think this link is redundant and can be deleted. I spend my time expanding Shi Shuo Xin Yu after class to supplement students with more extracurricular knowledge, so this course will be more successful.

Yang's son's second class revision draft 5 "Yang's son" is the first text of the third group in the first volume of the fifth grade. The theme of this unit training is "Feel the art of language expression, accumulate exquisite language and learn to express it in appropriate language." This class is the first time for students to come into contact with classical Chinese. The focus of this course is to guide students how to read classical Chinese, understand sentences and appreciate the humor of characters' language. Teacher Ma's class is carefully designed around the key points and the teaching links are effectively implemented.

First of all, let students read freely, learn new words by camera, and ask students to read accurately and smoothly, so that students who are new to ancient Chinese can feel the characteristics of ancient Chinese. At the beginning, the students had no taste in reading ancient Chinese. Teacher Ma showed the words marked pause and made a demonstration reading. The students practiced reading many times, which made them understand the charm of ancient Chinese. Teacher Ma guided the students without trace, but made them really understand the reading methods of ancient Chinese, and achieved good results.

Then, after completing the first goal "read well and read correctly", Mr. Ma began to guide the students to complete the second goal: reading stories. In this link, Teacher Ma not only "teaches people to fish", but also "teaches people to fish". Cameras teach students how to learn ancient Chinese: refer to notes to understand the meaning of sentences; Combine text illustrations and context. In particular, let students add actions in the process of understanding, so that the classroom becomes lively and interesting. In this session, the students learned with relish, not only learned the story of classical Chinese, but also learned the basic methods of learning classical Chinese, and felt the fun of learning classical Chinese.

Next, Teacher Ma asked a question, "What kind of child is Yang?" Let students think and communicate. Through careful guidance and ingenious guidance, in a relaxed atmosphere, the students realized the cleverness and politeness of the characters and the humor of the language, effectively highlighted the key points and broke through the difficulties. What is commendable is that in this class, most students have been able to recite all the texts when reading with music, which makes us feel the efficiency of the classroom.

Finally, the teacher also introduced the book Shi Shuo Xin Yu to attract students to read after class, encourage and guide students to go out of the classroom and expand.

In a word, looking at Mr. Ma's whole class, I feel the teacher's superb classroom wisdom and profound Chinese accomplishment. In this class, every teaching link has been implemented, and it is an efficient and solid Chinese class.

Yang's son's second class review draft 6 "Yang's son" is the first classical Chinese in primary school. When learning ancient Chinese for the first time, students generally feel very fresh. But how to make students have a good "first impression" on classical Chinese? What should they learn? It can be seen that Teacher Yi first made great efforts in preparing lessons. He consulted the original version of Shi Shuo Xin Yu and Ancient Chinese, and compiled detailed teaching plans.

In classroom teaching, Teacher Yi first guides students to learn classical Chinese (reading notes, contacting the context, looking for reference books and reading more books). After students have mastered the learning methods, the next teaching session will become much easier.

Then Teacher Yi instructs the students to read ancient Chinese. I obviously feel that these students are reading better and better under the guidance of Teacher Yi, and the more they read, the more interested they are. Reading, students will find the feeling of reading ancient Chinese.

After the students understood the meaning of the text and the subtle language of this article, Teacher Yi threw out the teaching focus of this article: understanding the wisdom of Yang Gongzi. In this teaching session, Teacher Yi mainly grasped the dialogue between Kong Junping and Yang Gongzi, and guided students to taste the classical Chinese language and feel the wisdom of Yang Gongzi through comparative reading, teacher-student cooperation reading and role reading.

After listening to this lesson, I found some ways to teach classical Chinese. Although superficial, it is very helpful for future teaching.

"The Son of Yang" taught by the teacher of Qiqiaoxia Primary School is the first text in Unit 3 of Volume 10 of Grade Five. This set of teaching materials is based on language art to combine texts. Below, I will talk about my superficial understanding of this course from the following aspects.

First, pay attention to reading training and better grasp the teaching focus.

This text is the first time for primary school students to contact classical Chinese, and guiding students to read the article fluently is one of the key points of this teaching. The ancients said, "You don't know what it means until you read it a hundred times." In teaching, teachers adopt various forms, such as autonomous reading, deskmate reading, named reading, boys and girls reading in groups, listening to tapes and reading aloud. , to achieve the purpose of reading the text smoothly, thus laying a good foundation for understanding the poor paragraphs of the text content.

Second, the question design is ingenious, which breaks through the teaching focus of this paper.

Another teaching focus of this article is to understand the cleverness and wit of Yang's son on the basis of understanding the content of the article. After helping students fully understand the content of the text, the teacher designed such a bad section: where do you think Yang's son's answer is clever? After cooperative study, discussion and exchange, the students understood that Junping Kong saw Yangmei and thought of the child's surname, deliberately teasing the child: "This is the fruit of your family." It means: your surname is Yang and your name is Yangmei. You are family! This simple joke is humorous and interesting. The child replied: I haven't heard that peacock is your bird. Where is the clever answer? Junping Kong made a fuss about surnames, and so did the children. From his surname Kong, he thought of peacock. Best of all, he didn't say directly, "Peacock is a master of poultry." Instead, he took a negative approach and said, "I haven't heard that peacocks are Confucius poultry." The tactful answer not only showed due courtesy, but also expressed the meaning of "Since Peacock is not your bird, Yangmei is my bird", which left Junping Kong speechless. This is enough to reflect the agility of a nine-year-old child's thinking and the witty humor of his language, which is amazing. I think the design of this link is just right, which naturally highlights the focus of the article.

Of course, no matter how perfect the class is, it also has its shortcomings. I think the following points in this teacher's class are worth discussing.

First, the understanding of classical Chinese is a bit superficial.

"The Son of Yang" is the first time that students come into contact with classical Chinese. I think students should find the difference between it and modern Chinese in the process of self-study, so as to truly understand classical Chinese. Although the teacher designed this link, only one student answered in classical Chinese and passed. Students are not allowed to really understand classical Chinese through communication.

Second, reading classical Chinese is not true.

The Son of Yang is the earliest classical Chinese that primary school students came into contact with. In my opinion, we should focus on guiding students to read the article correctly, and pay special attention to appropriate pauses. The public teacher's handling of this link is also a bit lacking. I think after the students finish reading repeatedly, let them pause and communicate with each other, and then the teacher will unify their opinions. In this way, students can truly achieve the purpose of emotional reading and understanding the meaning of the text.

In short, the teacher's classroom teaching design is clearly defined, closely related to different levels of themes, and every teaching link is solid and effective. From the accumulation and display in class to the recommended bibliography after class, every link is for students, and there is no unnecessary link. It can be said that such a class has really played the role of "simply teaching Chinese, dividing students into volumes, and seeking development in a down-to-earth manner".

Today, I listened to the classical Chinese teaching "The Son of Yang" by the academic leader Mr. Liu, and benefited a lot! Let me talk about my personal gains, please criticize and correct me.

First, the effectiveness of reading training and guidance.

Second, the guidance of learning methods.

Third, pay attention to the guidance and training of writing training.

In short, Mr. Liu's classroom teaching design is clearly defined, closely related to different levels of themes, and every teaching link is solid and effective. From the accumulation and display in class to the recommended bibliography after class, every link is for students, and there is no unnecessary link. It can be said that such a class has really played the role of "simply teaching Chinese, dividing students into volumes, and seeking development in a down-to-earth manner".