Draft comments by Yang's son.

Model essay for reviewing Yang Zhizi (9 selected essays)

As an excellent people's teacher, it is inevitable to prepare a review draft, which can make teaching more scientific. How should I write a review? The following are the sample essays (9 selected essays) carefully compiled by me for reference only. Welcome to reading.

Yang's son's review is 1. Lesson 10 "The Son of Yang" taught by the little teacher under the bridge 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".

Revision 2 of "Boy's Son" has benefited a lot from listening to Teacher Lin's "Boy's Son". I think the teaching of this class reflects the solid teaching of Mr. Lin, and I feel that the classroom knowledge is rich, the emotion is rich, the classroom language is plain and the teaching effect is real. These five facts also reveal "cleverness":

First of all, the classroom introduces "cleverness"-we can feel her feelings, even before she plays.

When the teacher reveals the topic, he shows Roosevelt's story on the multimedia courseware, so that the children can perceive the art of language. Play the reading and pictures of the text. Before class, Mr. Lin asked the students to read ancient poems, experience the characteristics of ancient poems, and let them easily narrow the distance between ancient and modern languages with old knowledge, psychologically accept the language smoothly, read the questions rhythmically, and start with the questions. For example, if I am the Lins' daughter, I will be called "Lins' daughter", and then the students will contact their real life and tell me their last name, which is "their son or daughter", and the students will answer.

Second, using information technology to "skillfully" teach 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. Therefore, in class, the teacher has a question: how can we read them? Let students know how to learn classical Chinese: with the help of notes, context, reference books and illustrations. Using information technology to show these methods in multimedia courseware, and then let students try to understand the meaning of classical Chinese, and explain and guide some difficulties. In the process of communicating students' understanding, the teacher also introduced two basic methods of understanding classical Chinese: "reading notes" and "contacting the context", which naturally guided students in learning methods and made them often watch the big screen in the learning process. I feel that this method is summed up by learning ancient poems. If we sum up in learning and use it in summing up, it will be easier for children to master.

Third, use information technology to observe the rhythm changes.

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. Teacher Lin, on the other hand, asked students to go to the multimedia screen and divide the pause and rhythm of reading by themselves, so that students could have the idea of active inquiry. 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. Taste it at the entrance.

Fourth, use information technology to understand the theme of "Qiao"

Read the text and experience the humor of the characters' language. In this session, Mr. Lin grasped the key sentences and carefully guided reading, which was really introductory. When the students understand the meaning of the text and the subtle language of this article, the teacher uses information technology to create situations, and at the same time presents a group of sentences of "Peacock is a master of poultry" and "I have never heard of Peacock as a master of poultry", which helps students understand the difference in tone between the two statements through comparison. If you read it correctly, you can read it with emotion, which naturally highlights the key point and breakthrough difficulty of the article-experience.

In short, smart people speak with their hearts, and smart teachers draw students' minds in plain language. This lesson shows the great wisdom of teacher Lin.

The review draft of Young's Son 3 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 link, the students learned with relish, not only understood 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 review draft 4 is the first classical Chinese in primary school. When students learn ancient Chinese for the first time, they 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.

Today, I listened to the classical Chinese teaching of "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".

The Young Son taught by Mr. Liu Zhong is the first text in Unit 3 of Book 10. The theme of unit 3 training is "Feel the art of language expression, accumulate beautiful 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. Mr. Zhong's class can be carefully designed around the key points and the effectiveness of teaching links can be implemented.

After listening to the class, my biggest feeling is that the book sounds powerful and really has the taste of learning ancient Chinese. Let me analyze how Mr. Zhong implements the teaching objectives step by step.

The first step is to let students read freely, ask students to read accurately and smoothly, and let students who are new to ancient Chinese feel the characteristics of ancient Chinese. At first, the students read ancient Chinese without taste, so Mr. Zhong took out the words marked pause for demonstration reading. The students practiced reading many times, and in this way, they finally found the feeling of reading ancient Chinese. Mr. Zhong guided the students without trace, but made them really understand the reading method of ancient Chinese, and achieved good results.

In the second step, after completing the first goal of "reading well and reading correctly", Mr. Zhong began to guide students to complete the second goal: reading stories. In this link, Mr. Zhong 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; Understand the meaning of the article during reading. In this session, the students learned with relish, not only read the stories of classical Chinese, but also learned the basic methods of learning classical Chinese.

After the second step is completed, Mr. Zhong will grasp the key sentences. Through careful guidance and ingenious guidance, in a relaxed atmosphere, the students realized the humor of the characters' language, effectively highlighted the key points and broke through the difficulties.

It is worth mentioning that Mr. Zhong not only leads students into the text, but also encourages and guides students to go out of the classroom and expand. After understanding the text, we designed the link of "telling stories and letting students supplement the language", which once again made students feel the charm of Chinese and even ancient Chinese. Finally, the teacher also introduced the book Shi Shuo Xin Yu to attract students to read after class and broaden their horizons.

In short, looking at Mr. Zhong's whole class, I feel Mr. Zhong's superb classroom wisdom and profound Chinese accomplishment. In this class, every teaching link has been implemented, which is an efficient Chinese class.

The review of Yang's Son 7, The Son of Yang, is an ancient prose with concise writing, less than 100 words. The plot is so simple that you can tell the story in only three or two sentences. It is a typical "mini-novel". Because this is the first time for students to come into contact with classical Chinese, it is a brand-new challenge for both teachers and students. Therefore, I set the teaching objectives as follows:

1, can read difficult words such as "for fruit" and "answer", and can write new words such as "Hui" and "poultry".

After reading the sentence and understanding the meaning, you will have your own words to say the main content of the text.

3. Feel the language characteristics of classical Chinese and master the learning methods of classical Chinese.

The focus of teaching is "to be able to read the text correctly, fluently and emotionally and understand the meaning of every sentence." Cultivate interest in learning classical Chinese. In fact, it will "experience the originality of children's language processing in stories". "Breach of contract is a teaching difficulty.

First of all, I think it is necessary to clarify the difference between ancient Chinese and modern Chinese. So before the formal lecture, I will show some sentences from classical Chinese, some of which are learned by students in the "accumulation" before, and some are accumulated after class. Let the students read and talk about the differences between ancient Chinese and modern Chinese. What the students say is difficult to understand, and the language is more refined and concise. With this preparation, students' interest in learning classical Chinese is stimulated.

Secondly, I think we should give students enough time to read, read the ancient Chinese well and smoothly, and understand the meaning of sentences while reading. Therefore, I designed a variety of reading forms according to three links: free reading, deskmate reading, cooperative reading between boys and girls, cooperative reading between teachers and students, named reading, synchronous reading and back reading. Students are also required to read the sense of language in the context of ancient Chinese. This is a bit difficult, unlike perceptual reading in modern Chinese. So I read the model essay, let them listen carefully, and lead to a pause in reading ancient prose, so that the sense of rhythm is good.

When understanding the meaning of the article, I first guide students to find ways to learn ancient poetry, and then carry out independent study and cooperative inquiry according to law, so as to achieve the goal through independent reading and cooperative exchange, and let children learn by themselves. If they don't understand, ask their deskmates or group companions. Most children can learn with the help of notes and understand the article by contacting the context.

Then I grasped the word "intelligence" for teaching, which is the key and difficult point of this course. I asked my classmates first, "What impression did Teacher Yang leave on you after reading the text? Where did you see it? " Students answer "smart, resourceful and eloquent" and so on. Then, I asked them to go to the text to find the key sentences that can reflect Yang's cleverness. The most exciting and attractive thing about this ancient prose is the dialogue between Kong Junping and Andy. Advantages: First, he can listen-he can hear "Chinese", and Kong is joking with his surname. The implication is that your surname is Yang and Yangmei is Yang. It seems that Yangmei is the fruit of your family! Second, quick response-the other party's voice did not fall, he reacted, "answered" and "returned". Third, "Deal with a man as he deals with you"-you make fun of my surname, and I also make a fuss about your surname-"I didn't know that Peacock is a master of poultry"! Oral practice "What will Yang's son say if Mr. Mei, Mr. Liu and Mr. Huang come?" Push teaching to a climax and let students have a deeper understanding of "wisdom".

The application of the micro-video "Choose Appropriate Sentence Patterns to Enhance the Expression Effect" is not only a further explanation of teaching difficulties, but also a combination of text learning and real life, guiding students to apply what they have learned. The full text is only 55 words, but it contains so much content, so I ask students to memorize it.

Practice writing "after listening to Yang's answer, what would you think? What are the expressions and actions? What else would you say? Please imagine and write it down according to the text. You can use modern Chinese or try to use classical Chinese. " The research in this paper has been improved to some extent.

Finally, when students' interest is dim, two other wise words in Shi Shuo Xin Yu, Xie Taifu and Xu Ruzi, are launched. Encourage interested children to read Shi Shuo Xin Yu and collect some beautiful languages.

After teaching this article, I found that teaching ancient Chinese can be so interesting. I prefer reading ancient Chinese. The control of classroom time is much more accurate than before, and individual students' wonderful speeches add luster to the classroom. It's a pity that some details in teaching are not in place. For example, when arranging the meaning of students' sentences, say, "Try to read the text by learning ancient poems." Going on, I found that my classmates were reading again, and suddenly realized that my expression was not accurate enough. I should say, "Tell the meaning of each sentence by learning ancient poems." Secondly, because of the equipment failure, the sound can't be played out, micro-video and music reading have no effect, the remote controller can't be used, and you have to press the mouse next to the computer, so there is less time to get close to the students.

The review of "Youzi" 8 "Youzi" is the first classical Chinese in primary school. It tells the story of a nine-year-old boy in a family named Yang in Liang State. The article is concise, less than 100 words, simple in content, humorous in language and witty and wise in story. For primary school students, children have some difficulties in reading. Therefore, the teaching of this course focuses on interest and guides students to talk with the text; Take reading as the main line, guide students to enter the text; Experience the charm of language by reading the text. The teaching goal of this course is to read the text correctly, fluently and emotionally. Can understand words and phrases according to notes, understand the content of the text, and appreciate the ingenuity of children's language in dealing with stories. Stimulate the interest in learning classical Chinese and master the methods of learning classical Chinese. Around this goal, I regard "understanding the meaning of classical Chinese and the wonderful part of Yang Gongzi's answer" as the focus and difficulty of teaching. In teaching, I start from these aspects:

First, reading aloud repeatedly is interesting.

Reading is the most difficult and important thing in the study of classical Chinese. Only through reading can students understand and appreciate the charm of classical Chinese. Therefore, in the teaching of this course, we should start with reading ancient famous sayings and sentences, guide students to approach the text inadvertently, make them feel that ancient Chinese is not far away and unfamiliar, and eliminate students' fear of difficulties. I don't regard reading as the only link that runs through when students read ancient prose, but it is divided into four links: first reading (reading correctly)-second reading (reading smoothly, stopping well)-third reading (tasting language)-fourth reading (feeling proficient) in intensive reading, which guides students to study in depth at different levels and read in a variety of ways. Moreover, teaching is always in the process of changing scenery, which effectively avoids the phenomenon of thinking fatigue in students' study and feels that "learning ancient Chinese is a very interesting thing".

Second, reading promotes enlightenment and explores life.

After reading the text carefully, I found that Yang's son's intelligence, education and politeness are everywhere between the lines. So, what kind of child do you think Yang's son is? Guide the students to read since the enlightenment by themselves, and then exchange and discuss. The students immediately found three places:

1, "very smart" directly points out that Yang's son is very smart and wise;

2, "for the sake of fruit", the guests came, quickly took out the fruit to entertain, knew how to entertain the guests, and was very enthusiastic;

3. Clever language, making a fuss about surnames, honoring Junping Kong as a "master", adding the word "unheard of" before "peacock is a master's poultry", which is tactfully without losing education. The student experience is accurate. I think students feel the charm of language more deeply at this time. In learning communication, the camera guides students to grasp the key sentence: the dialogue with Confucius, the son of Yang/the pointer is a sign/saying: "This/is the fruit of your family." Son/Answer: "Never heard of it/Peacock/Host family/Poultry." In order to understand and appreciate the originality of Yang's son's language, a great deal was made of his surname. Yangmei thought of Yang, and the children also made a fuss about his surname. Junping Kong's thought of "Kong" surnamed Peacock: If you think Myrica rubra is my fruit, then Peacock is your bird. Since Peacock is not your bird, Yangmei is not my fruit. By reading the sentences between teachers and students and comparing "Peacock is a royal bird" and "I have never heard that Peacock is the main bird", we can feel the smoothness of Yang Gongzi's language and show his due courtesy. In order for students to read these two dialogues well, I designed "Tell me what do you think Yang Zi will answer?" The student replied: "without thinking, blurt out, fast, loud, confident and chic;" Smiling, eyes purring, naughty and cute ... ",then I had a dialogue with the students and went further into the text. The students quickly plunged into it, feeling the wit and agility of Yang's son's thinking and reading his favorite feelings. I think this is the truth of "reading a hundred times and seeing what it means"! .

Third, extend and activate thinking.

Chinese teaching can't be limited to textbooks, so that students don't learn deeply and their thinking doesn't expand. Expanding the content of the text, even extending to extracurricular reading, is the embodiment of China's view on Chinese teaching. I designed several expansion links in the teaching of this class. When I was learning dialogue, I created a scene and changed Kong into a surname like "Li" and "Huang". For example, Li Junping said, "This is the royal tree." Let the students imitate the reaction and train their thinking. In this session, students speak actively, answer questions like a stream, and the classroom atmosphere is very active. Students feel the charm of language and cultivate a strong interest in ancient Chinese. In order to cultivate students' imagination, a language exercise is set up after learning the text: what will you think and say after listening to Yang's words? When the content of the text was unfolded, the students' answers were full of praise. The cleverness of surprise gift and Yang's son had to be admired and left a deep impression on people. Finally, expand extracurricular reading, guide students to recall the methods of learning ancient Chinese today, and read the short story Shi Shuo Xin Yu by themselves to stimulate their interest in reading other ancient Chinese.

Fourth, learn the law and apply what you have learned.

Reading the text is the focus of teaching. Let the students try to understand the meaning of the sentence first, and then explain and guide some difficult places. In the process of communicating their own understanding, students can draw out the basic methods of understanding classical Chinese: "reading notes, consulting reference books, consulting materials, and contacting the context", so that students can naturally guide the learning method and make them feel that this method is obtained by everyone in practice, so it is easier to master. After learning the text, guide and summarize the learning methods of classical Chinese, read the text-translation, meaning translation-understanding and feeling the characters-reciting and reciting the text. I believe that with the methods of understanding sentences and learning classical Chinese, students will be able to apply what they have learned in the future study of classical Chinese and gradually cultivate their interest in learning classical Chinese.

After teaching this lesson, I think there are still many shortcomings:

1. Due to time, some links have been adjusted and abandoned, such as storytelling, and students' divergent thinking has not been paid attention to. If students are asked to perform this story in classical Chinese, children may be more interested in learning classical Chinese.

2. The evaluation language is not rich enough. In fact, this is also caused by the lack of teachers' personal language. In the future teaching process, I will continue to learn and improve.

Thank you for listening, and please give more valuable opinions from leaders and teachers in order to improve the classroom teaching level in the future.

The review of "The Son of a Teenager" 9 "The Son of a Teenager" is the first time for primary school students to contact classical Chinese. Although the writing is concise, less than 100 words, the meanings of ancient and modern words are different, and it is still difficult for children to read. Therefore, my focus is to find the right breakthrough and stimulate students' interest in preparing lessons and teaching.

First, success

At the beginning of teaching, I should pay special attention to making a proper pause after reading by reading model essays, reading guidance and drawing section lines. Secondly, the hole in the text means "this is the fruit of your family." The son replied, "I haven't heard that peacock is a master of poultry." This is the key part of the story. When Junping Kong saw Yangmei and thought of the child's surname, he deliberately teased the child: "This is the fruit of your family." It means that 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? Read aloud repeatedly to guide students to understand through the context: Junping Kong made a fuss about his surname, and the children also made a fuss about his surname, and his surname Kong thought of peacock; Best of all, he didn't directly say "Peacock is a master of poultry" stiffly, but took a negative way, saying "Peacock is not a master of poultry", and answered tactfully, which not only showed due courtesy, but also expressed the meaning that "Since Peacock is not your bird, Myrica rubra is my fruit", leaving Junping Kong speechless. Because he wants to admit that the peacock is his bird, what he said is tenable. This is enough to reflect the agility of children's thinking and the wit and humor of language.

Second, the shortcomings:

Did not pay attention to students' divergent thinking

Third, improvement measures:

Children should be allowed to perform in classical Chinese. The effect of this class will be better, and children's interest in learning classical Chinese will be greater.