Reflections on the Teaching of "Looking at the Sky from a Well"

Looking at the sky from a well is a very interesting fable. It expresses a profound truth with short, concise and unpretentious stories. The following is my reflection on the teaching of "observing the sky on the well", which I collected. Welcome to read the reference, I hope it will help.

Chapter one: Reflection on the teaching of "Looking at the sky from a well". The new curriculum standard emphasizes the transformation of students' autonomous learning, cooperative learning and inquiry learning. The following is an analysis of the teaching fragment of "Looking at the sky from a well" to reflect on the implementation and implementation of the new curriculum standards.

The first part:

The teacher aroused doubts and introduced a new lesson: "To help frogs and birds solve problems, let's get into the text quickly!" " ! Please learn the text by yourself first. "Students immediately read the text freely and methodically with the help of Pinyin, and draw new words for spelling; Then check the pronunciation of new words in the same place; Then, under the leadership of the group leader, read the new words together and communicate in groups which words are easy to mispronounce. During this period, teachers participate in specific group learning, with the focus on guiding individual underachievers.

The teacher said, "Which group reports for self-study?" After the group leader leads the students to read the new words together, the group reports the pronunciations that are easy to mispronounce.

Thinking:

The teacher only prompts "self-study text", and children can learn according to their own learning methods. Children in grade two can preview the text by themselves, read the pronunciation correctly, check the pronunciation of new words at the same table, then study in groups and learn the text by themselves step by step, which embodies the conceptual requirements of independent and cooperative learning in the new curriculum standard. Junior students have the ability to learn the text automatically and eliminate obstacles in reading. Let children read the text with the help of existing knowledge and through their own practical efforts, and read the text correctly through mutual assistance and cooperation among children, instead of leading students forward step by step according to the traditional teaching methods, so that children can establish self-confidence of "I can learn" in their subjective will and master certain learning strategies through the practical efforts of the main body to achieve "I can learn". Better teaching children the initiative of learning and letting them master learning strategies will be more conducive to their own study tomorrow.

The second part:

When reading the role aloud, the teacher designed such a link: "classmates, the frog said that the sky is only as big as the wellhead, and the bird said that the sky is boundless and huge!" Are they having a heated argument? How can I read well? Ask three people to read aloud in groups and roles Think about how to read well? " The children practice reading in groups of three, with a positive and serious attitude, and some practice it several times in order to read the role well. After the children practice reading, they make a report. Listen to the students carefully, and then talk about where to read well and which words to read well. Make an appreciative evaluation among the students.

Thinking:

1. Children's unique feelings and experiences in reading should be respected.

"A thousand spectators have a thousand Hamlets", and thirty children have thirty frogs and thirty birds. They can and will have their own unique feelings, and their reading can express their different understandings, experiences and feelings. The teacher abandoned the "standard answer" that he deliberately pursued before, and must emphasize that he must read long or soft. Instead, he gave the children enough time to explore and think about how to read well, so that the children could "express what I said", find their own construction in practice, learn from each other and explore in cooperation, and fully affirm their subjectivity and independence in reading.

2. Evaluation should focus on promoting students' development.

Evaluation is a process of understanding, education and improvement. Give students evaluation, let students listen, observe, analyze, reflect and organize expression while evaluating others, so as to deepen students' experience and promote the formation of good thinking quality. Teachers return the right of evaluation to students, especially to make appreciative evaluation among students, so as to encourage the evaluated children to feel the joy of success; When children appreciate the advantages of others, they are also actively learning and accepting. Of course, appreciation evaluation can also be students' self-evaluation. For example, the child said to himself, "I think I can read' I sit in the well every day and I won't make mistakes.' Reading is good. I pay special attention to reading' Everyday', which shows how confident frogs are. "This can also cause children's self-reflection.

3. Pay attention to the organic combination of teachers' guidance and students' autonomy.

Teachers should pay attention to giving children the initiative to learn, but at the same time, they should also pay attention to how to reflect the teacher's "guidance". In the training of role reading, teachers let children learn independently, but from the perspective of learning effect, excellent students and children with strong autonomous learning ability have obvious independent learning effect and can read the characteristics of different roles. But for some underachievers, the effect needs to be improved. Can you read with individual students in different roles before the children practice reading by themselves, and then let the children study deeply after the whole class evaluates them? Teachers can design a lead: Can you read better than them? Think about how to read better. In this way, it can not only set an example for children, but also stimulate students' interest in inquiry.

4. Let children have equal training opportunities.

Teachers organize children to practice in groups of four, but we find that when children practice, they often practice their favorite roles and receive single training; Other children, because they are afraid that the role can't be read well, choose narration to read. Active children, children with good reading ability will "walk into" the role, and children with weak reading ability will "go on forever", resulting in a vicious circle, which is not conducive to children's development. Teachers can create situations and give children equal training opportunities. Ask your child to practice several times more when studying, but don't repeat the role every time, but rotate the role. This is conducive to the overall and all-round development of children.

Chapter two: Teaching reflection "Looking at the sky on the well" is an allegorical story. The text mainly demonstrates how big the sky is through three conversations between birds and frogs, telling students to stand tall to see the whole truth. When teaching, start with three dialogues, grasp the key words, understand the text, and thus understand the truth.

In teaching, I regard "boundless", "big talk" and "laughing" as the key to understanding the article. Use these three words to guide students to understand the text. I use the stick figure drawn on the blackboard to understand the "edge of the well" and ask the students to point out where the birds and frogs are in the well. Starting with "Hundred Miles", let students connect with the reality of life and experience the boundless sky; Understand "boundless" and expand your thinking. Besides the boundless sky, what else can be said to be boundless? Students will tell many answers: ocean, universe, earth, grassland and so on.

I think the breakthrough for students to really understand the moral is the "laughter" in the last two paragraphs. "Why does the frog laugh?" Although the students' answers are different, they can all tell the moral, "Because the frog sits in the well all day and sees that the sky is only as big as the wellhead, but the bird says that the sky is boundless, and the frog thinks it is very funny." The frog thinks he is right. He thinks the bird is talking big and boasting, which is very funny. ""Why does this bird laugh? " "Birds fly in the sky every day and understand how big the sky is. When I heard the frog always say that the sky was only as big as the wellhead, I felt that the frog was ignorant and the bird smiled helplessly. " "The sky is very big, but the frog in the well is only as big as the wellhead. I don't believe in birds, which makes people angry and funny. " Although the students' summary is very immature, after the teacher's combing and induction, the students are all answering "What do you know after learning this text?" The incomprehensible fable naturally comes from the children's mouths, "I understand that we can't sit in the well and look at the sky all day like frogs, but jump out of the well and look out, so as not to be laughed at by others." "We can't be frogs in the well, that would be too pitiful." "We can't be like a frog in the well. We are obviously wrong, we don't listen to other people's advice, and we are self-righteous. "

At the end of class, I designed such a question: If the poor frog jumps out of the wellhead one day, what will he see, so that students can use their rich imagination and speak their minds boldly? However, due to time, I didn't let students give full play to their imagination. Therefore, in future Chinese classes, we must pay attention to the exploration of students' imagination potential and cooperation potential, give full play to the instrumental role of Chinese, and make Chinese teaching a process of appreciation, teaching and feeling.

Chapter 3: Whether the teaching goal of the teaching reflection text "Looking at the sky from a well" is really realized depends on whether it is implied by the students themselves or by the teachers. The function of Chinese teaching lies not only in simple knowledge transmission, but also in its teaching and educating function. Therefore, in the last link of text teaching, students need appropriate teaching methods to realize it: don't be a frog in the well, be brave to know new things and understand others' views with an open mind. Ask the students to choose a bird flying outside voluntarily. Flying over the vast ocean, flying over the boundless desert, flying over the dense forest, flying over the splendid fields, flying over the clear stream, without seeing the edge of the sky, while the frog is still sitting at the bottom of the well, and when he looks up, he can only see the palm-sized sky. At this time, the bird's extensive knowledge and the frog's ignorance form a sharp contrast, which makes students naturally feel that the outside world is rich and colorful, while the frog's life is so boring. This allows students to gain something in their studies in a subtle way.