Yang Zhizi's reflective template for Chinese teaching.

The Son of Yang, selected from Shi Shuo Xin Yu in the Southern Dynasties, is a novel mainly recording anecdotes of gentry from the end of Han Dynasty to Jin Dynasty. The article "The Son of Yang" tells the story of a nine-year-old boy named Yang in Liang State. The boy is resourceful and good at interacting with people. The following are my thoughts on Yang Zhizi's Chinese teaching, hoping to provide you with reference.

Reflections on Chinese Teaching of Yang's Son

After teaching the Young Son, the ideological trend surged and it was difficult to calm down for a long time. As a primary school student's first contact with classical Chinese, we must try our best to do it well. For this reason, the author used three classes for the first time, that is, three classes on the morning of March 30, 20 12, in order to "a good beginning is half the battle."

In the first class, the author led the students to the multimedia classroom, and took classes with the video "Young Son" taught by teacher Yu Yongzheng. Needless to say, as a rural primary school student, it is a great honor to be able to listen to the teacher's class across time and space. It is not only the achievement of three-dimensional goals, but also the immersion of the unit theme "the art of language", the enlightenment of "turning words into expressions and actions" and the inspiration of speech and performance talent.

In the second class, I let the students express their opinions fully, show their gains after listening to Yu Yongzheng's teaching "The Son of a Teenager", and also put forward what they don't understand to communicate with their classmates. At the same time, in this process, students are organically mobilized to participate in learning, reading and reciting, and performing dances. There are scenes where students demonstrate independently, there are scenes where teachers and students interact, and there are scenes where students express their opinions. For example, a student thinks that Yang's son's father is embarrassed when he is away. As for the facts, let's not talk about it for the time being. The key is that students put forward a question, which is much more important than solving countless problems designed by others, because this question at least develops students' divergent thinking, which should be regarded as a clue to innovative thinking and a wonderful flower of Chinese teaching in primary schools.

In the third class, I explored the "art of language" and stimulated students' interest in the language they love. Then combine the art in the specific language in life and sublimate the "art of language". Finally, based on the practice of "Young's Son" in the fifth grade Chinese class, I put the theory into practice and put it into practice.

In short, teaching Yang's son, although it took too much time, gained more. Most of them are in the opening class of the teaching unit "The Art of Language", giving students the wings to walk into classical Chinese for the first time and feel its charm, in the classroom teaching where teachers and students enjoy each other.

Reflections on Chinese Teaching of Yang's Son II

The first time I got the text "The Son of Yang", because it was ancient Chinese, although it was short, my reaction was that I couldn't teach it. This is the first time to teach ancient Chinese and it is also the first time for students to learn ancient Chinese. Even so, you can't help teaching. Then I thought, what should children learn in the face of this first time?

First of all, I think it is necessary to clarify the difference between ancient Chinese and modern Chinese. In this ancient prose, there are many typical monosyllabic words, such as "Yi" in Kong Junping's Yi Father. There are "no", "smell" and "show", so I want children to learn to study with the help of notes, which is a habit. Give the "concept" in the notes first, and then let the children study it. Maybe it smells like teaching, but I think that although it is important for students to "learn first", what they still don't understand after they start learning should be guided. Because this is the first time.

Secondly, I think we should read the sense of language in the context of ancient Chinese. This is a bit difficult, unlike perceptual reading in modern Chinese. To read classical Chinese well, we must first understand the meaning, which children can basically achieve through independent reading and cooperative communication. Then this can be left to the children to operate. On this basis, learn to stop reading at the right time. At this point, the students didn't read the taste of ancient Chinese, but stopped reading every word, nothing like it. So I watched the model and the students practiced. I watched half a class and the children were still very interested. Although it will take a long time, I don't think it is a waste. I obviously feel that the better I read, the deeper my understanding will be. This is definitely not a simple imitation, this is the taste of the entrance. Enough taste, I throw out the central question of this article: how did Yang's son respond after reading the article? Unexpectedly, the children read a wonderful thing: Yang's son skillfully answered with his surname.

The euphemistic tone of Er Miao's "unheard of" is little known. I think: read it a hundred times, and its meaning is self-evident. I read it again, but there is still no answer. Therefore, I must think of a way to compare sentences. Compare "I didn't know peacock was a master of poultry" and "Peacock was a master of poultry". You can't just say that. You should put this sentence in context. First, we read these seemingly identical sentences and explain their meanings. Then I let them act it out. That student is Yang's son, and I am. Let's read it backwards and then read it again. From reading, we found that some people have understood. I didn't make it clear, and I didn't let him tell the answer, because there are still many people jumping to pick peaches! Then I asked the seemingly understandable person to play Yang's son, and the others acted with their hearts. In the context, many children understand the wonderful use of "unheard of". I didn't expose it in time, but let them read Yang's reply again in their group. Soon I didn't make it clear that they had understood, and emotional reading naturally came.

Third, when students' interest is dim, expand several other smart words in Shi Shuo Xin Yu, such as Xie Taifu and Xu Ruzi. With the help of this learning experience, let students cooperate, communicate and explore. Looking around, I found that students are really sophisticated and interested in exploring the art of language.

After learning this article, I feel too drawn. But on second thought, although I have taught a lot, the children's interest in learning ancient Chinese has become stronger, and they have also learned how to read some ancient Chinese. I'm satisfied that they have gained something.

Reflections on Chinese Teaching of Yang's Son

The Son of Yang, selected from Shi Shuo Xin Yu in the Southern Dynasties, is a novel mainly recording anecdotes of gentry from the end of Han Dynasty to 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, the language is humorous, quite interesting and amazing.

This article is the first classical Chinese that children come into contact with in primary school. This arrangement of teaching materials has three purposes: first, let students get in touch with 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.

When teaching this text, I focus on reading the article and understanding the meaning of the sentence. First of all, I model reading, so that students can feel the language sense of reading ancient Chinese and draw a pause. Then, through various forms of reading, students can feel, feel and be familiar with reading. On the basis of understanding the text, I grasped the central sentence of the article, "Yang's son is nine years old and very clever." In this sentence, let the students talk about where the wisdom of Yang's son is reflected in the text. Guide students to feel the agility of Yang's son's thinking and the humor of his language: make a fuss about his surname, and the children also make a fuss about his surname, and his surname Kong thinks of peacock; Best of all, Yang's son didn't directly say "Peacock is the poultry of the host family" stiffly, but took a negative way, saying "I have never heard of Peacock as the poultry of the host family", and answered tactfully, which not only showed due courtesy, but also expressed the meaning of "Since Peacock is not your bird, Myrica rubra is my fruit", leaving him speechless. I think, when students understand the beauty of the article, it will definitely stimulate their interest in understanding the language and writing of the motherland.

After learning the text, I created a practice scene and changed Kong into Zhang, Li, Liu and other surnames. For example, Zhang Junping said, "This is the Imperial Tree." Let the students imitate the answers, train their thinking and apply what they have learned. In this session, students speak actively, answer questions like a stream, and the classroom atmosphere is very active. At the same time, it also cultivates students' strong interest in ancient Chinese.

In addition, I also expanded the Xie Taifu and Xu Ruzi in Shi Shuo Xin Yu as supplementary materials. With the learning experience of this article, and then let students cooperate, communicate and explore the beauty of the text, I find that students are really sophisticated in reading ancient Chinese again, and they can explore the charm of language with great interest, which is a big surprise and fully shows that interest is the best teacher.

However, in the process of teaching, I also found some places where I didn't do well enough:

1. The ability to control students needs to be improved. Every classroom teaching seems to belong to only a few people, and several students have been wandering outside the classroom, unable to make them concentrate on listening, which is really a permanent pain in the teacher's heart.

2. Still lack of language sense. My feedback on the understanding and expansion of ancient Chinese is not comprehensive enough. In fact, this is also caused by the lack of teachers' personal literary literacy. In the future teaching process, I will continue to give full play to my advantages and actively correct my shortcomings.

Reflections on Chinese Teaching of Yang's Son

It is really a bit difficult for students to contact classical Chinese for the first time. After the first reading, many children are at a loss. Especially for "this is the fruit of your family", "I haven't heard that peacocks are Confucius' poultry. "Understanding has become a difficult point. After reading it several times, Huang is the only person in the class who understands it. Actually, this is what I expected. Therefore, when teaching this kind of text, some knowledge also needs to be directly said: for example, the stylistic characteristics of classical Chinese. At the same time, the teacher's guidance is particularly important. Teachers' guidance is also based on reading. Only when students read correctly and smoothly can the meaning of the article become obvious.

To read classical Chinese well, we must first understand the meaning, which children can basically achieve through independent reading and cooperative communication. Then this can be left to the children to operate. On this basis, learn to stop reading at the right time. At this point, the students didn't read the taste of ancient Chinese, but stopped reading every word, nothing like it. So I watched the model and the students practiced. I watched half a class and the children were still very interested. Although it will take a long time, I don't think it is a waste. I obviously feel that the better I read, the deeper my understanding will be. This is definitely not a simple imitation, this is the taste of the entrance. Enough taste, I throw out the central question of this article: how did Yang's son respond after reading the article? Unexpectedly, the children read a wonderful thing: Liu Yang's son skillfully answered his surname. The euphemistic tone of Er Miao's "unheard of" is little known. I think: read it a hundred times, and its meaning is self-evident.

I read it again, but there is still no answer. Therefore, I must think of a way to compare sentences. Compare "I didn't know peacock was a master of poultry" and "Peacock was a master of poultry". You can't just say that. You should put this sentence in context. First, we read these seemingly identical sentences and explain their meanings. Then I let them act it out. That student is Yang's son, and I am. Let's read it backwards and then read it again. From reading, we found that some people have understood. I didn't make it clear, and I didn't let him tell the answer, because there are still many people jumping to pick peaches! Then I asked the seemingly understandable person to play Yang's son, and the others acted with their hearts. In the context, many children understand the wonderful use of "unheard of". I didn't expose it in time, but let them read Yang's reply again in their group. Soon I didn't make it clear that they had understood, and emotional reading naturally came.

When students were interested, I launched two short stories, Xie Taifu and Xu Ruozi, in Shi Shuo Xin Yu. It has achieved good results and greatly stimulated students' interest in learning ancient Chinese.

Reflections on Chinese Teaching of Yang's Son

The son of Yang, Grade 5 10 Volume 3, Unit 1, Text 1. This set of teaching materials is based on language art to combine texts.

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, I adopted various forms such as reading by myself, reading at the same table, reading by name, and reading by groups of boys and girls, which achieved the purpose of reading the text smoothly and laid a good foundation for understanding the bad part of the text.

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, I designed such a bad joke: 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.

Disadvantages of this lesson:

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 I designed this link, only one student answered in classical Chinese, and it 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. I also deal with this link a little lacking. If the students finish reading repeatedly, let them pause and communicate with each other, and then the teacher will agree. In this way, students can truly achieve the purpose of emotional reading and understanding the meaning of the text.