Reflections on the teaching of Chinese "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 are my thoughts on the teaching of "sit tight and watch the sky" in Chinese. Welcome to read, I hope it helps.

Reflections on the teaching of Chinese "Observing the sky from the well" 1 "Observing the sky from the well" is an allegorical story. The story of the text itself is easy to understand, but it is not a simple matter to understand the meaning of idioms and the truth contained in the story. For children in lower grades, what is the best way to make them understand the moral of the story? Only read aloud.

Reading aloud is an important means to understand stories. We often say that we should realize from reading, and how to read aloud is the key to solving problems.

1, read it step by step.

For example, in the lesson "Looking at the sky from a well", when instructing me to read the frog's words, I first read it in an obviously wrong tone, and the child will immediately correct it: this reading is wrong. This way of correcting mistakes has aroused their desire to be small teachers. They are scrambling to read, and their enthusiasm is very high. Children can point out the teacher's mistakes, which is actually an improvement in their reading and understanding of stories. In every vivid reading, let children realize how important it is to read with the right emotions, how different it is, how it can infect people, and let them read with heartfelt emotions.

2. Imagine the picture while reading a book.

The introduction of a sense of picture will make students emotionally enter the state. For example, when they know that the bird is thirsty after flying 100 miles, they can guide students to imagine where the bird has flown. Continue to guide, fly over so many places, so far, it should be very hard and tired. What is the tone when you are tired and vicious? Students want to fly over these places and feel the fatigue and hardship of birds.

3. Emphasize key words.

If you know that the reading bird has flown more than 100 miles, how can you know the length of the journey? Grasping "A Hundred Miles" and rereading it this time, the significance of traveling is reflected in reading.

4. Normal school reading.

The children in the lowest grade also said that the teacher's exemplary role cannot be ignored. After all, children in lower grades have limited understanding ability, but they are the best imitators, so teachers' correct example reading plays an important role in attracting children.

It is said that teachers are the leaders of the classroom and students are the main body. Leadership focuses on guidance, which is more about guidance and inspiration than arrangement, especially in reading aloud.

The second reflection on the teaching of Chinese "Observing the sky from the well" is an allegorical story. The text mainly demonstrates how big the sky is through three dialogues between a bird and a frog, and tells students to stand tall in order to see the truth comprehensively. How to teach this lesson in a class? I started with three dialogues, grasped the key words, understood the text, and got to know 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.

First of all, when guiding students to understand "infinity", let them talk about their own understanding of the word, and then let them talk about what infinity is in combination with real life. Students talk about (boundless) desert, (boundless) ocean, (boundless) grassland, (boundless) sky, etc. Expand students' thinking, create certain situations, and let students understand infinite connotation in specific situations. Then the teacher guides the students to read the "loud" sound of birds with emotion. Realize the understanding of the first conversation.

Secondly, in the second conversation between the bird and the frog, I mainly focused on the key word "big talk". By guiding students to understand the word "talk big", grasp the mood of frogs when they think birds talk big. By the way, bragging means saying something exaggerated and unrealistic. But in specific teaching, students' boasting is lying, in order to distinguish it from lying. This problem has been bothering me. I didn't give a reason at that time. After class, I give students examples to tell them the difference between lying and lying.

Finally, through the third keyword "laugh", the third dialogue of the article is led out. Laughter appears twice in the article, and there is a difference between the two smiles. Two people are laughing in the text message. Why do frogs laugh and birds laugh? The word "laugh" overflowed the frog's arrogance, refused to listen to the bird's advice, and was self-righteous. The other reflects the pious and sincere advice of the bird. Through thinking about "laughter", students know that they don't ask questions, don't listen to advice, and think that they are the reason why frogs make mistakes. This is to pave the way for students to finally understand the fable of the article.

I still have many shortcomings in teaching. If there is not enough reading guidance, teachers' evaluation language and teaching wit, I will definitely study more and improve my teaching level again and again.

The third reflection on the teaching of Chinese "Observing the sky from the well" is a very funny fairy tale fable. Through lively and interesting dialogue, I told a profound story to the children. It is difficult for second-year students to correctly understand the meaning of the text. If the teacher tells the students morality in person, the students will lose interest in learning. In order to prevent students from fondling it because it is difficult to understand, and to prevent students from using their brains because the answers are too easy to know, I have been trying to stimulate students' desire to learn when teaching this course.

In class, I let students know the edge of the well, that is, the edge of the wellhead, through intuitive and vivid multimedia courseware. Let the students connect with the reality of life and understand that big talk is bragging and lying; Connect the sentences with the context and find out what the bird said by reading: I flew more than a hundred miles and was thirsty. Come down and find some water to drink. Understanding infinity is very big, too big to be marginal, and expands our thinking. Besides the boundless sky, what else can be said to be boundless? The students quickly gave many answers: desert, universe, earth, grassland ... Then the teacher guided the students to read the tone of birds praising the sky with emotion. In the key part of teaching, I ask students to grasp the different views of frogs and birds: the sky is only as big as the wellhead, and the sky is boundless. Ask the students to find out the reasons why they put forward different opinions and read aloud. In this language environment, students can easily understand the meanings of several new words such as "big talk, boundless, distant". By putting forward ideas and looking for sentences, students can tell who is right and who is wrong at once.

In order to let students know more deeply why frogs have wrong views, I designed a simple experiment: how big can you see by opening the ceiling through a hand-made telescope? In class, this simple experiment aroused great interest, and it was easy for students to understand why they only saw a little place when they rolled up their books. From this, the students can understand that the frog made a mistake because he lived at the bottom of the well for a long time, and the closed high well blocked his view, so the frog thought that the sky was only as big as the wellhead. Finally, I asked the students to imagine what the frog would see and say after jumping out of the wellhead.

In order to make students learn the text more purposefully, I recited Literacy 4 with everyone in the preview before class, and expanded students' thinking and said more idioms, so that they could understand that common idiom stories can tell you a truth, and then students naturally entered the study with questions about this lesson. For second-year students, simply understanding written materials is no longer a problem, so how can students understand the truth from seemingly simple articles? I think the most important thing is to read more books. According to the characteristics of junior two students learning Chinese, let them read the text for the first time, let students have a preliminary overall perception of the text, and pay attention to developing students' thinking. When guiding students to read aloud, make clear the purpose and requirements, recommend the angle of thinking, and give students enough time to read the text repeatedly and experience and feel in the process of reading. At the same time, draw words and questions that you can't understand, and encourage students to ask questions boldly. In the teaching of reading aloud, I deeply realized that children's unique feelings and experiences of reading should be respected in teaching. I no longer deliberately ask students to emphasize which words and sentences must be long or light as before, but give children enough time to read aloud and let students explore for themselves. By calling the students to read the dialogue in their own way, other students can naturally understand what kind of tone is suitable for the protagonist and fully affirm the subjectivity and independence of children in reading.

I use various forms to guide students to understand the meaning, ignite the spark of thinking, and urge students to "think more". Understand the "edge of the well" through my sketch on the blackboard, and ask the students to point out the positions of birds and frogs 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. " Questions in this lesson:

1. The time allocation is somewhat unbalanced, with loose front and tight back.

2. Literacy teaching is not solid enough. In the process of literacy, it is not only to recognize and read, but also to understand some words in this link.

3. Although there are many forms of reading, the reading quality of students has not been significantly improved.

In this class, I gradually explored the method of telling fables. Of course, it is still very immature. I will continue to work hard in the future teaching and strive for greater gains.

Reflections on the teaching of Chinese "Observing the sky from the well" Part IV "Observing the sky from the well" is an allegorical story. Through the argument between frogs and birds about the size of the sky, this paper expounds a profound truth: to look at problems and understand things, we should stand tall and see them comprehensively, and don't be self-righteous like frogs making mistakes.

This lesson focuses on two major links: reading and writing and text learning. On the whole, this class is not bad. Very well prepared: the production of teaching AIDS is very careful; The classroom is well managed; Harmonious interaction between teachers and students; Teaching links are properly connected; Fully mobilized the enthusiasm and initiative of students; Diversification of teaching methods; The language expression is very clear; The blackboard design is very reasonable. Especially the teaching of new words is very solid. Students not only remember the font, understand the meaning of words, but also learn to write correctly. In learning the text, the first two conversations between frogs and birds are well grasped by students in reading and feeling, and the third conversation is not perfect because of the hasty processing of time. The text expands "What the frog saw and thought after jumping out of the wellhead." Students' single answer, single language expression and incomplete language expression need long-term accumulation. There are still some shortcomings in guiding reading, such as: frogs should read in an arrogant and confident tone, showing a self-righteous psychological state; Bird's words should be read in a patient and reasonable tone, showing a sincere attitude of seeking truth from facts. In teaching, without careful guidance, the whole class seems a bit pale.

Reflections on the teaching of Chinese "Looking at the sky from a well" 5 At the beginning of this lesson, I created a situation: multimedia showed the second picture in the book and asked the students: What are the two animals in the picture? Set suspense according to the students' answers. What happened between the frog and the bird?

In this lesson, we learn lesson 13 "Looking at the sky from the well". This stimulates students' interest in learning. Then, let the students ask questions according to the topic. Students ask questions they want to know from multiple angles: What does it mean to sit in a well and look at the sky? Who sits on the well and looks at the sky? What did they see in the sky? ..... thus cultivating students' innovative ability and questioning ability. When learning new words, I ask students to teach themselves new words in groups. Group cooperation is not a mere formality to achieve the purpose of cooperation, and then the whole class exchanges, which highlights the students' dominant position, truly returns the classroom to the students, gives them the initiative, and enables them to explore, try to learn and discuss and communicate independently. When I asked students to memorize glyphs in their favorite way, they were very interested in learning. There are many ways to remember glyphs: counting parts, removing parts, changing parts, comparison, counting parts first, then counting strokes, comparison ... and then let students say a sentence in their favorite way. Students have strong expressive ability, good sentences and high enthusiasm. For example, the beautiful scenery along the Yangtze River really makes people linger. I am thirsty on my way to school. I want to find some water to drink. A lovely bird landed by my well. ...

Reflections on the sixth part of the teaching of Chinese "Looking at the sky from a well" In the teaching process of this course, students can actively cooperate and think, and the teaching objectives can be achieved, but there are also some shortcomings in classroom teaching.

Attention should be paid to cultivating students' ability of independent cooperation and inquiry. At the end of class, I designed such a question: If the frog jumps out of the wellhead, what will it see? Let students use their rich imagination and speak their thoughts boldly. However, due to time, I didn't let the students fully imagine, leaving too little time for the children to answer themselves. More children should be involved. Therefore, in the future teaching, we must pay attention to the exploration of students' imagination and cooperation ability in Chinese class, give full play to the instrumental role of Chinese, and make Chinese teaching a process of appreciating, imparting and understanding feelings.

In the actual operation of the classroom, the way to guide students needs to be improved, and the link to guide students to understand the meaning is too complicated, so it should be concise and systematic, and it is not appropriate to repeat what children will learn too much. Teachers' guidance is particularly important in the classroom. In the future, classroom instruction should emphasize skills, create as many opportunities as possible for students to express the words they have learned in their own languages, and let Chinese play its instrumental role.

For blackboard writing, naming names on the blackboard is more conducive to breaking through difficulties. I will make persistent efforts to do a good job in Chinese teaching.

Reflections on the teaching of Chinese "Looking at the sky from a well" Chapter VII Whether the teaching goal of the text is really realized depends on whether the implication is realized by the students themselves or given to the students by the teacher. 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 to realize that they should not be a frog in the well through appropriate teaching methods, but should be brave enough to accept new things and humbly accept other people's opinions. Let the students choose to be a bird flying outside. How to achieve this effect? So I designed a link, using multimedia courseware and beautiful music, to show the colorful world that birds have seen: flying over the vast ocean, flying over the boundless desert, flying over the dense forest, flying over the brilliant fields, flying over the clear stream, without seeing the edge of the sky. At this time, the frog is still sitting at the bottom of the well, and he can only see the palm-sized sky when he looks up. At this time, the extensive knowledge of birds is in sharp contrast with the ignorance of frogs in the well, which is natural for students. This allows students to gain something in their studies in a subtle way.

It can be said that the starting point of this course is key vocabulary, and the ultimate goal is to understand the meaning. I started from infinity, boasting and laughing, and entered the analysis of the text. After entering the text, my teaching focus is to analyze the characteristics of birds and frogs from three dialogues and realize the understanding of the moral of this article.

Reflections on the Teaching of Chinese "Looking at the sky from the well" Part VIII "Looking at the sky from the well" is an allegorical story, adapted from the relevant contents in Zhuangzi Qiushui. The text tells an interesting and profound story through a short and vivid dialogue: a bird flew to the well to drink water and had an argument with a frog. Frogs sit at the bottom of the well all day, thinking that the sky is only as big as the wellhead, but birds say that the sky is boundless. The bird is helpless and can only let the frog jump out to see.

The fable reveals a truth: to understand things and look at problems, you must stand high to see them comprehensively. Looking at the sky from the well is also an idiom to describe people with narrow vision and limited vision, while frogs in the well refer to those who are narrow-minded, short-sighted and blind and arrogant.

In the teaching of this lesson, I ask students to show the questions one by one on the basis of being familiar with the text: How many times do frogs and birds always talk? What are the birds and frogs arguing about? Why do they say different things? Who is right?

Students find the answer to the question by reading the text aloud, which not only trains reading but also solves the problem. When learning the second dialogue, let the students find out why the frog says that the sky is not as big as the wellhead through experiments. There are also some problems in this class. For example, when learning the third dialogue, students did not correctly understand the meaning of frog's "smile" and bird's "smile". Literacy is relatively simple.

Reflections on the teaching of Chinese "observing the sky from the well" The fable "Looking at the sky from a well" tells a profound story to children through vivid and interesting dialogues. Through the argument between frogs and birds about the size of the sky, this paper expounds a profound truth: look at problems and things, stand high and see comprehensively. You can't be self-righteous like a frog when you make a mistake. This morality has practical guiding significance for children in lower grades, because their understanding of things is often one-sided. The content of this lesson is relatively simple, so I decided to let the students read the text by themselves and deal with the related problems by themselves. Students begin to draw relevant sentences and guide them to read out their feelings on the basis of correctness and fluency. This feeling can not be obtained by simple imitation and reading skills training, but by reading with a sense of language since enlightenment on the basis of students' entry, full reading and understanding. Therefore, in this class, I use many methods to ask students to read aloud, in order to make students feel better during reading.

In this class, I carefully designed each question, and the establishment of each question should not only have thinking value, but also arouse students' interest. It has changed the simple "question and answer" teaching method, encouraged students to solve doubts with each other and cooperated with each other, and cultivated students' habit of thinking and asking questions diligently and their ability to ask and solve problems.