Reflections on Sima Guang's Teaching in China

According to the characteristics of the first-year students, I created a number of problems around the text in teaching, so that students can easily understand the text, master the content of the text, break through the teaching difficulties, complete the teaching tasks, and receive good results.

Reflections on the teaching of Chinese Sima Guang (1 1). Understand the content of the text in context.

When teaching the second natural period, I designed a question: "How did a child climb to the rockery to play, and fall into the big water tank?" Please contact this paragraph to say. "First of all, let students perceive the way to understand the content of the text in context. Then the students can judge that he accidentally fell into the big water tank while playing, and some students can remind everyone to be careful when playing to avoid falling into the water tank. The wisdom of the students is really lovely.

2. Understand the content of the text in the "performance".

When teaching the third paragraph, I made this design: "Students look at the illustrations. What is Sima Guang doing? Can you imitate his movements? " As soon as the voice fell, the lovely Yang Xue immediately stood up, made a gesture of "hands often fall hard in the air" and said, "Hey!" With a cry, Sima Guang really "performed" vividly. Other students also imitated in chorus and understood the words and sentences in the performance.

3. Understand the content of the text by comparison.

Learning Sima Guang is the teaching goal of this course. Understanding Sima Guang's brainy, witty and clever methods is the key and difficult point of this lesson. I designed it like this:

1) comparison of characters in the text.

I asked the students: When a child accidentally fell into the big water tank at the mouth of the ground, how did Sima Guang behave differently from other children? You can see what kind of child Sima Guang is.

(2) Comparison between himself and Sima Guang.

The question I asked was: "Students also use their brains. What else can you do to save the child in the big water tank? " The students came up with many ways, some said they could pump the water out; Some say that children can be pulled up with ropes; Some people say that children can climb up with a big stick. Some said that we could push the water tank down together ... After listening to the students' naive ideas, although some methods were useless, I still smiled and nodded to encourage them, making them feel happy to answer.

Finally, I asked: which method is better than Sima Guang's? Through comparison, the students realized Sima Guang's wit and cleverness, thus they had a deep understanding of Sima Guang and achieved good teaching results.

Reflections on the teaching of Chinese "Sima Guang" Part II "Sima Guang" is a classic text in primary school textbooks. The article tells the story of Sima Guang who was unhurried when he was a child and smashed a jar to save people at a young age. The story of the text is very strong, the context is clear, and the cause, process and ending of the matter are clearly and orderly. Especially when encountering difficulties, the contrast between Sima Guang and other children is vividly described in a few simple sentences. The two manifestations of "panic" and "no panic" are completely different, which makes the image of Sima Guang, a clever and alert child, jump from the page and make the children admire him.

When I first tried teaching in 1 (3) class, I adopted the method of advancing the text step by step along the development of the story, hoping to let the children understand the story by setting the suspense of the story. Later, I found that the story itself is very simple and easy to understand. Through reading, the students have been very clear about the development of the story. The suspense setting of the story lacks mystery, and the children's interest points are not on it, which is not attractive to children, so it distracts some students' attention. Moreover, the content of the whole class is relatively simple, and the training for students is not enough. I have reflected on it myself, and I think such a written story is simple and easy to understand. Instead of focusing on understanding the story itself, we should dig up new points of interest behind the story and make children interested in the text again.

I tried teaching in 1 (2) class for the second time, adjusted the teaching plan, finished the new words teaching in the first class, taught six new words that I was asked to write, and successfully read the text. Dictation of new words was added in the second class, and three difficult words were used as the test of mastering new words in the first class. In the explanation of the text, various forms of children's reading arrangements were added, especially the second, fourth and fifth paragraphs of the text, so that students could read freely, read at the same table and compete in reading, and students quickly completed the task of reciting key paragraphs. The classroom is effective, but the classroom atmosphere is still not active enough.

I tried to teach in class 1 (4) for the third time. In this teaching, I spent a lot of time explaining the key paragraphs. For example, when explaining the second paragraph, let the children know that the "water tank" is very big and full of water, and it is life-threatening for the children to fall into it. When reading the instructions aloud, first create a scene for the children, let them know the situation at that time, and read with emotion. The atmosphere in the class is warm and the children are very interested. They can show the panic of "other children" and Sima Guang's calm and powerful performance through their own reading. Generally speaking, the whole class is better than the previous two auditions. However, when children are asked to talk about other ways to save lives, students' thinking is divergent, and the methods are unreasonable and impractical, such as finding a rope to climb a tree to save lives, or several people set up and drag him out. The children didn't realize the critical situation at that time, and time was tight. The water in the tank will soon suffocate the children. Therefore, students do not take these situations into account when they think of ways, so the way they think is unrealistic and unreasonable. In the future teaching, there are still teaching contents that need to be changed.

In the fourth class, Class 1 (1), I readjusted the focus of the class. In the explanation of the second paragraph, in addition to letting children know that the water tank is very big, it is dangerous to fall into it. And create a scene to remind children of the danger of falling into the water and whether they can wait a long time to save. Through constant thinking, students realize that falling into the water is very dangerous, because it will suffocate people quickly. At this time, the situation is critical and time is life. It is necessary to find a way to get the child out of the jar as soon as possible, which also lays the groundwork for Sima Guang to smash the jar to save people. When teaching the fourth and fifth paragraphs, we changed the order of the text, talking about other children first, and then introducing Sima Guang's ideas. Instead, the fourth paragraph and the fifth paragraph are combined by means of comparative teaching. When guiding students to learn, they always pay attention to the comparison between the two. When reading the text, it is also read in sections. For example, when the teacher reads "Other Children" (the fourth paragraph), the students praise Sima Guang when reading that paragraph. Through constant comparative reading and explanation, students understand that it is useless for other children to panic and cry in such a critical situation. Sima Guang's lifting a stone and smashing a jar can help the children in the water get out of danger as soon as possible. This method is very good. Moreover, with the imaginary emergency situation introduction, it is easier for children to understand that finding an adult is not necessarily the best way, because adults are not on the scene, even if they find a child, they will be saved. But after all, the child is still young. When they can't solve the problem, especially when they are in danger, it is also right to let them establish the consciousness of asking adults for help. Therefore, in the final stage of class, I also guide children to seek the help of adults when they really can't think of a good way.

Every lecture, whether it is the state presented by the children or their own understanding of the text, is used in different places. Through constant polishing, constant reflection and improvement, our classroom can make children feel more and learn more, which is our unremitting pursuit.

In this class, as usual, I turned on the computer according to the classroom design and asked the students to read the text Sima Guang with me. After the children finished reading the text, I turned off the computer and was about to ask questions. The children shouted, "teacher, don't turn it off!" " ""teacher, play it again! " Some children even stood up in a hurry. Seeing the children's anxious appearance, I met their requirements and turned on the computer again. The children watched and talked with great interest until they learned all the new words in this lesson. When I was about to turn it off again, before I could reach out to the computer, the child shouted again and still wouldn't let me turn it off. This is very difficult for me. Turn it off, look at the expectant eyes and listen to the voices of the eager children. I really can't make up my mind; If you don't, the plan for this course will be ruined. While I was hesitating, it seemed that the children had suddenly grown up and had settled down to watch the next class intently, which was rare. So, I gave up the idea of turning off the computer. I didn't turn off the computer until I got the children's permission ten minutes before class was over. At this time, I checked the students' acceptance according to the original plan and found that the children mastered it very well. Every student's answer was so perfect, and some students' answers even exceeded my expectations. In the self-study class, children do their homework better than usual. From this I think, what problems do students want to study in class? What kind of way do you want to study this problem? Teachers should respect students' choices, meet students' needs to the maximum extent, and let students accept new knowledge according to their own interests and wishes. My class, completely different from the original plan, met the needs of students to the greatest extent, started teaching according to the wishes of students, and stimulated students' interest in learning. Therefore, students are particularly active in their studies, and their intelligence and wisdom have been fully demonstrated. Through the practice of this class, I once again feel the immeasurable creativity of children. We should not despise them, but should tap and inspire them, and let these magical creativity come out in generate. Only in this way can our teaching work miracles. As long as teachers really pay attention to students' needs in teaching and feel every change of students attentively, they will continue to find inspiration and new curriculum resources from students, and classroom teaching will continue to glow with new vitality.

Reflections on the fourth part of the teaching of Chinese "Sima Guang", which is the first text of Unit 8 in the first volume of the third grade of primary school Chinese. It is classical Chinese, and it is also the first classical Chinese that students come into contact with in primary school. From the editor's original intention, students should be guided to feel the characteristics of classical Chinese from an early age, learn how to read classical Chinese, feel the long-standing culture of the Chinese nation, inherit classics and carry forward Chinese studies.

Let me talk about my teaching design ideas:

First of all, cascading reading helps to understand. The whole class takes reading as the main line, runs through it, takes model essay reading as the guide, practices reading sentence by sentence, and reads and remembers in different forms. Students can experience and feel the characteristics of classical Chinese through repeated reading to promote enlightenment.

Second, push forward the difficulties step by step. When I first came into contact with classical Chinese, the most difficult thing was to read sentences and rhythms, but I asked students to draw rhythms through model reading, and then showed them the rhythms I drew with multimedia, so that they could correct their mistakes. I gave guidance to the longer sentences in the text, such as "bare stone breaks the urn". Finally, I asked my students to try to read according to the drawn rhythm, so that they could read smoothly.

Third, understand the meaning of the text with the help of illustrations and notes. The language elements of this unit are: learn to read silently with questions and understand the meaning of the text. As the first text of this unit, we should reflect this language element. I ask students to understand the meaning of the text with the help of illustrations and notes, as well as their own explanations.

Fourthly, expand students' attempts to learn the classical Chinese "Kong Rong Li Rang" by themselves. After the lecture, I felt that every link was not so compact. I have played down the character Sima Guang. I only talked about Sima Guang's wit, calmness, courage and fearlessness, and did not promote or sublimate what kind of quality he wanted to convey to us. At this time, if you can use such a question: What do students like about Sima Guang? Why? You can also set some more open questions, such as are other children from the ruins? What would you do if it were you? Guide students' correct values by asking questions.

In short, in the future teaching, we should listen to our colleagues' valuable suggestions, find our own shortcomings, find the direction of our classroom efforts, and absorb the bright spots of others. I believe that through the collision of ideas, we will go faster and further hand in hand.

Reflections on Sima Guang's teaching of Chinese Chapter V In Sima Guang's teaching, I firmly grasped "reading" to complete a series of problems.

First, focus on reading and get familiar with it.

Students are new to classical Chinese and have no corresponding foundation. However, the great differences between classical Chinese and modern vernacular Chinese in pronunciation, meaning and reading methods require effective guidance from teachers. Therefore, the teacher's model essay reading plays a very important role in guiding students to read articles correctly, and this delicious and vivid reading can further stimulate students' interest in learning.

Second, teach methods and apply what you have learned.

In order to perceive the story as a whole, I first guide students to summarize the methods of learning ancient poetry (reading notes, contacting the context, looking up information books and reading more books). Then tell the children how to learn ancient poetry and how to learn ancient poetry.

The methods are similar, and these methods can also be used. Finally, I will discuss two issues in groups: ① Talk about the meaning of each sentence. Tell the story in your own words.

Disadvantages: The requirements of "teacher-oriented and student-centered" should be strictly observed. Teachers only play a role in teaching. Teachers must not answer questions that students can answer, and students must be the masters of classroom teaching.

Reflections on the teaching of Chinese "Sima Guang" (VI) Sima Guang was a great historian in the Song Dynasty. This text tells the story of saving people when he was seven years old. The full text is vivid and narrative, which is helpful to stimulate students' interest in reading. The simple language of the text shows us a calm, witty, brave and clever image of little Sima Guang, which also inspires students to some extent.

This text is familiar to the first-year primary school students. In teaching, I focus on the students' actual situation, grasp the story-telling characteristics of the text, highlight the clues based on reading, and urge students to be familiar with, feel and think in reading. At the end of the literature class, I designed for students to discuss:

1. What did you learn from Sima Guang? Please say a word to Sima Guang or the rescued child.

If you were there, would you have any good ways to save the child?

3. What would you do if something unexpected happened around you?

Designing these questions, from in-class to out-of-class, guides students to think and imagine actively, and develops curriculum resources in combination with real life, which plays a guiding role in the formation of students' adaptability to life. In this link, I pay attention to cultivating students' oral expression ability, guiding students to speak sentences fluently and express their meaning clearly, and then realize Sima Guang's wit and courage.

Reflections on the teaching of the seventh part of Chinese "Sima Guang" Sima Guang is the first classical Chinese that students come into contact with in the primary school Chinese learning stage. Classical Chinese has always been a difficult point for students to learn, but the arrangement of unified textbooks has helped teachers solve this difficulty. When choosing classical Chinese, the textbook should start with the historical stories familiar to students as children and introduce classical Chinese stories. Let the students know the story before they study. In this way, it is much easier for the teacher to take the students to understand the meaning of the article in class. In particular, many children can understand the main idea of the article when they read independently, which lays a good foundation for learning classical Chinese and makes it very easy for students to learn in class. It turns the classical Chinese that should have made students daunting into a text that students are willing to accept. Especially when students realize that this is the language expression of our ancient people in China. Many children are also interested in this.

I remember that there is a link in class, that is, when comparing the characteristics of modern Chinese and classical Chinese. The students immediately grasped the characteristics of classical Chinese-conciseness and rich meaning. Through the study of this text, students have an understanding of classical Chinese for the first time, and have a strong interest, and began to try to read other classical Chinese stories. Therefore, I think that the unified textbook is really a good textbook when it is arranged in classical Chinese and combined with the age characteristics of children. This is a reflection on students' learning of classical Chinese from the perspective of textbooks.

Then from the perspective of digital textbooks, this text, in digital textbooks, presents the same picture information and text information as Chinese books, without much video information.

At that time, I added some materials suitable for students' characteristics when designing. Combining these materials with the contents given in digital textbooks will better promote students' learning. So I also hope that through my own exploration, I can enrich the content of digital teaching materials and make it more convenient for my future teaching.

So what do we need to let students know when learning classical Chinese for the first time? In teaching, I mainly explain the meaning of words in the text by making students learn to use after-class notes, looking up dictionaries, word combinations, text illustrations and other methods to help them understand the meaning of classical Chinese and master the methods of learning classical Chinese, so that students can have full practice in class. In this way, students can master the first-hand method, and then learn the meaning of the article with the help of this method when studying classical Chinese in the future. There are many such short essays in the unified textbooks, which have well stimulated students' interest in learning classical Chinese. The teacher also gave some learning methods, so when they are combined, students can enter the state of learning classical Chinese well. Learn classical Chinese. It is not easy to become a stumbling block for me to learn ancient Chinese.

For the exploration of digital teaching materials, I feel that I have just started, so with the increasing use of digital teaching materials in the future, I think I will explore some good teaching materials that are more suitable for students' age characteristics and learning content to serve teaching.

Reflections on the teaching of Chinese "Sima Guang" 8. Sima Guang is the first classical Chinese written by a primary school. The length of the article is very short, but it is very difficult for third-grade students to learn, because it is their formal contact with classical Chinese. When designing the teaching of this text, the first foothold is to pay attention to the learning situation based on the third grade.

In the teaching of this course, I think it is very important for students to solve the problem of reading aloud when they first come into contact with classical Chinese. Through the teacher's reading of two model essays, the demonstration of pronunciation, and the pause between words and sentences, students are familiar with the language sense of classical Chinese, and feel comfortable, so that they are willing to get close to classical Chinese. Then through free reading, named reading, competition reading for boys and girls, etc. After reading it many times, I can almost recite it. At this point, you can finish the first question after class. In order to perceive the story as a whole, I first guide students to summarize the methods of learning ancient poetry (reading notes, contacting the context, looking up information books and reading more books). Then tell the children that the method of learning ancient poetry is similar to that of learning ancient poetry, and it can also be used. On the one hand, students gain the ability to understand classical Chinese and cultivate their sense of language. On the other hand, through the study of classical Chinese, they promoted the humanistic spirit and stimulated students' cognitive interest in China culture.

Reflections on the teaching of Chinese Sima Guang 9 When teaching the first natural paragraph, I will let a few children talk about when, who and where the text is mainly about. Some children can say it in their own words when they just read the text, so that children can skillfully say complete sentences. But I made a mistake. My question is to combine two sentences and say that such a question is unnecessary. I have been taught by the master, so I should pay attention to it in the future. The second paragraph mainly emphasizes the anxious expression of other children when they are in danger, and pays attention to the anxiety when reading aloud. When teaching the third paragraph, "Sima Guang didn't panic. He lifted a big stone and smashed the jar. " Act out this sentence. Ask the students to perform the scene of Sima Guang smashing a jar on the stage by name. Pay attention to the words "hard" and "lift". The children raised their hands very actively and performed well. Finally, the full text is summarized. What is the difference between Sima Guang's performance and other children when a child accidentally falls into the big water tank at the mouth of the ground? You can see what kind of child Sima Guang is. The students realized Sima Guang's wit and cleverness, which enabled them to have a deep understanding of Sima Guang and achieved certain teaching results.

I didn't make good use of the illustrations in the text to make students understand the text, which was a big mistake. I still have many shortcomings. After the guidance of the masters, I learned to deal with many details. Before teaching the text, I must deeply analyze and understand the text, so as to explain the text well.

Reflections on the teaching of Chinese "Sima Guang" 10 The text "Sima Guang" is mainly about Sima Guang playing with several children in the garden. One child accidentally fell into a jar full of water, and all the other children panicked, except Sima Guang. He used his quick wits to lift a stone and break a jar to save the child. Through the study of this story, the purpose is to educate children not to panic when they encounter difficulties, and to come up with good solutions calmly and tactfully.

This is an article named after a character. In order to stimulate students' interest in learning, I guide students to talk about their own understanding of Sima Guang and think about what this article will write about Sima Guang. Students have said that Sima Guang is a great man and has something to learn from others.

"Chinese Curriculum Standard" points out that "reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice". Therefore, in teaching this class, I let the students devote themselves to the reading of the article. First, let the students read by themselves in the same place, and at the same time let the students read carefully while doing actions and imagining reading. Students have enhanced their understanding of the text in different forms of reading. Through the different performances of Sima Guang and other children, we can feel that Sima Guang is really unhurried and calmly handles the problem, and finally can get the child out of the water tank. Then continue to improve students' reading ability, free reading, synchronous reading, competition reading, teacher-student cooperation reading and so on to further let students internalize their own ideological understanding.

The disadvantage of this class is that students' writing time in class is slightly insufficient because they pay too much attention to their reading experience, especially some students who don't write well. They don't write well enough, their writing speed is a little slow, they can't finish writing in class, and they lack the guidance of teachers, so they can only find another time to check, so as to be efficient in class in the future.

Reflections on the teaching of Chinese Sima Guang 1 1 Sima Guang is a good article to develop students' thinking, aiming at educating children not to panic when they encounter difficulties, but to be calm and witty in order to come up with a good solution.

In teaching, I arranged interesting literacy, reading training, imitation action performance, thinking development training and oral practice, in various ways to mobilize students' initiative, intentionally exercise children's expressive ability, and naturally carry out moral education, making teaching and learning a happy thing.

After class, I designed the outward bound training: What would you do if you were one of those children? (Requirements: Imagine boldly. Due to the rush of time, I didn't give my classmates a correct evaluation of their answers. The children are all alike, some say looking for a ladder, and some say that several children fold up and pull the drowning child up. After listening to their answers, I discussed the feasibility of this method with the children. Some people say that if you want to find a ladder, you might as well call an adult. Others say that several children are piled together. Can the children below bear it? In addition, it leads to difficulties in life and educates children into smart children like Sima Guang. Through the teaching of this class, I deeply realized that outward bound training should be colorful, and students should be guided to actively think, expand their imagination, boldly innovate and show their individuality on the basis of their existing life experience, so that the classroom will be more vital.

Expanding training, from in-class to out-of-class, guides students to think and imagine actively, and develops curriculum resources in combination with real life, which plays a guiding role in the formation of students' adaptability to life. In this link, I pay attention to cultivating students' oral expression ability, guiding students to speak sentences fluently and express their meaning clearly, and then realize Sima Guang's wit and courage.

From this I think, what problems do students want to study in class? What kind of way do you want to study this problem? Teachers should respect students' choices, meet students' needs to the maximum extent, and let students accept new knowledge according to their own interests and wishes. Teaching students in accordance with their aptitude has stimulated their interest in learning. Therefore, students are particularly active in learning, and their intelligence and wisdom have been fully demonstrated. Through the practice of this class, I once again feel the immeasurable creativity of children.