Reflections on Landscape Teaching in China (Ⅲ)

As a new people's teacher, classroom teaching is one of its important tasks. We can record the new teaching methods we have learned in teaching reflection. How to write teaching reflection to play a more important role? The following are my thoughts on the teaching of China Gardens III (5 selected articles) for your reference only. Let's have a look.

Reflections on the teaching of China Garden III 1 [Encourage students to practice more]

More exercises include the process of "speaking" and "writing" "Speaking" is the basis of writing. Speaking and writing are two forms of language expression. Speaking is spoken and writing is written. Why do you choose to speak first and then write in composition teaching? First of all, from the development of children's language, one always learns spoken English first, and the chairman of spoken English is the forerunner and foundation of written language. The development of spoken language can promote the development of written language. Students in the lower grades of primary school have to undergo strict training in speaking and writing before they can turn oral language into written language. For minority students, it is particularly important to talk about training first, and the transition from Mandarin to Chinese. In the current course teaching, there is an oral communication before each exercise. The content of communication and the requirements of practice are roughly the same, which means that oral communication is the basis of practice, so oral communication is particularly important. Every time I practice, I use 1 to 2 hours to teach oral communication, and then do exercises.

For example, in China Garden III, the second volume of Chinese in the third grade of primary school, oral communication is: talking about yourself, and practice is: introducing yourself to others. In this exercise, oral communication is well done. It is much easier for students to say that they can check the results of thinking and play the role of organizing language. At the same time, it promotes thinking and is conducive to written speech. Spoken language becomes a bridge between internal language and external language.

Emphasize the purposefulness and orderliness of oral communication.

"Chinese Curriculum Standard" points out that oral communication should be organized and intonation should be appropriate. Every oral communication class has a clear theme and the center of speaking. But when students get excited, they just ramble. At this time, teachers should give full play to the leading role and gradually guide students back to the topic of speaking.

For example, in "Tell me about myself" in China Garden No.3 Middle School, students began to talk about their looks, personality, advantages and disadvantages. When they talk about something, they introduce the advantages and disadvantages of others, so they don't talk about introducing themselves. At this time, the teacher needs to ask questions: "Students, others say it is better to introduce yourself. How are you doing in this matter? " After the teacher's guidance, I returned to the topic. Before students speak, I ask them to close their eyes and imagine, clear their minds and make their words clear.

Written oral communication

When arranging oral communication and practice, the teaching materials are really carefully thought and arranged. For example, in the second volume of the third grade, China Garden III, the content of oral communication is "tell me about myself" and the content of practice is "introduce myself". First of all, in the oral communication class, the author asked the students to choose two different students to stand in front, and let the students observe and find out their differences. This is actually learning from other teachers, and the effect is really good. The students spoke very actively, which completely surprised the teachers. In this way, let the students talk about it first, and the teacher will guide the students to summarize from the aspects of appearance, dress and hobbies. As long as they grasp the characteristics, writers can write well. For example, Wang Wei wrote about his love of playing football and his performance in a wonderful football match; Yu Mingjie wrote a story about his love of pranks and splashing water on the floor when he was sick and infusion, which made his mother slip up. Wang Yongchao wrote that he loves to think. He took an exam and solved a difficult problem by himself. The sentence goes like this:

I thought and thought, scribbling on the table with a pen in one hand and holding my hair in the other. Looking at the time passing by, I haven't done it yet, and I'm really worried. It was then that I suddenly thought of a solution to the problem. Time is running out. I quickly wrote the answer on the test paper, took a long breath and was really relaxed.

The reason why sentences are so fluent and wonderful is entirely due to the full preparation in oral communication class. With adequate preparation, students will be able to write again. Before each practice, teachers can design corresponding oral communication training to inspire students' thinking, stimulate students' interest in writing and straighten out students' thinking. Students are usually good at speaking, but not at writing. Teachers should remind students to record what they say, which is actually a good article.

Carry out activities to guide writing.

Students will feel speechless when writing a composition. The main reason is that there are few activities at ordinary times, and students do not pay attention to observation in daily life. In order to make up for this deficiency, teachers can carefully organize students to carry out activities and guide students to observe carefully during the activities. For example, the exercise content of China Garden III, the first volume of Grade Three, is "Autumn is crisp". Teachers can lead students out of the classroom and into the vast nature to find autumn and happiness. In the activity, teachers can guide students to observe: What has happened to plants? What about animals? Anyone here? Why are these changes happening? Students' feelings are enriched, so naturally they have a lot to say. With proper guidance, you can write a good composition.

Part II Teaching Reflection of China Gardens III This exercise includes oral communication, exercises, my findings, accumulation over time and idiom stories. The content of the arrangement is closely related to this group of topics.

1, oral communication:

The topic of this oral communication is "Tell me about myself". Through this activity, we should not only improve students' oral expression ability, but also further enhance mutual understanding among students. The textbook puts forward requirements on how to introduce yourself. "To grasp your own characteristics, you must tell the truth." It also puts forward requirements on how to listen to others' introductions, "pay attention" and see if there is anything to add. Teachers should grasp the requirements of oral communication and guide students to think first: Do you know yourself? What is the most prominent feature of your personality? What's your favorite thing to do? What are my most outstanding strengths and weaknesses? How do you usually evaluate yourself? Then, grasp one or two of your most prominent characteristics and introduce and comment on each other at the same table or in groups. In teaching, teachers can stimulate interest through examples, introduce situations and summarize some methods of introducing themselves. Such as looks, clothes, personality, hobbies, advantages and disadvantages. On the basis of practicing speaking at the same table and communicating in groups, students can be recommended to introduce themselves in class. Pay attention to set aside some time to supplement and comment after self-introduction, or let the evaluated students talk about whether other students' comments on themselves are reasonable, and interact with classmates and teachers in listening, speaking and commenting.

In order to improve the interest and purpose of oral communication, teachers should strive to create some lively forms of communication. For example, the simulated after-school interest activity group recruits new members, so that students can play the roles of examiners or candidates respectively, conduct competitive interviews, and guide students to show their elegance in the exchange of answers.

2. Homework:

The primary task of homework teaching in middle school is to broaden students' thinking, mobilize life accumulation and stimulate students' desire for homework. Before class, students can be guided to read articles about writing themselves to inspire thinking. Teachers should encourage students to introduce themselves to everyone boldly, and don't make things up. This exercise can be closely combined with oral communication training. On the basis of listening, speaking and commenting on a series of activities, students are guided to exchange one or two excellent works collected before class and learn to write through reading. Then choose an aspect that best reflects your own characteristics and write it down. The three aspects listed in the textbook suggest different angles of practice, and teachers can guide students to choose appropriate angles to express themselves. It can be to highlight the characteristics of a certain aspect of the individual, such as "Laughing Girl"; You can also introduce yourself from many angles, such as "this is me".

3. My findings:

Arrange two groups of sentences to compare rhetorical questions and declarative sentences. Two groups of sentences arranged in the textbook, the first sentence is selected from the original sentences of the text "Go South" and "Think of things that others didn't expect", whether they are qualitative rhetorical questions; The second sentence is an affirmative sentence transformed from these two rhetorical questions. It can guide students to perceive rhetorical functions of rhetorical questions through repeated reading, and find that the meaning of each group of sentences is the same, but the tone is different. But it doesn't explain rhetorical knowledge.

After students initially perceive the rhetorical function of rhetorical questions, they can be guided to practice the transformation between rhetorical questions and declarative sentences. The teacher can first say a few affirmative sentences that students can easily understand, so that students can try to change them into rhetorical questions, such as "studying hard is the performance of good students." "Kingfisher is beautiful and smart, and we like it." It can be changed to "Isn't studying hard the performance of a good student?" "Kingfisher is beautiful and smart. Can we not like it? " Then let the students give examples to each other, change sentence patterns and deepen their understanding of rhetorical questions.

4. Over time:

Reading Notes selects some expressive sentences in the text, which adopt the rhetorical method of metaphor to make the description more vivid. Accumulating such words and expressions can help students learn more about some language phenomena and make them understand more language expressions. This part can be read and recorded. You can also guide students to quote some such sentences from the texts they have learned this semester for communication, but don't explain rhetorical knowledge.

Reading Back selects five proverbs to express the way of thinking. The purpose of the arrangement is to educate students in a certain way of thinking, and at the same time, to accumulate language and feel the unique charm of China language. To learn these proverbs, it is important to encourage students to read and recite, and to experience them in reading and reciting. Teachers should not explain the meaning of proverbs too much. If students ask questions, it is best to guide them to discuss and solve them. Students can also be encouraged to collect more proverbs about thinking methods and organize students to communicate in different forms.

5. Idiom story:

Buying gifts and returning pearls is selected from Han Feizi. This story satirizes those who have no vision, only pay attention to appearance, make improper choices and give up everything. This story is lively and interesting, which makes readers laugh easily, causes thinking and realizes the truth contained in it. The teaching of idiom stories should be very different from that of skimming texts. In teaching, students can learn idiom stories by themselves, and with the help of dictionaries and other reference books, they can read the story content and understand the meaning. If you don't understand something, you can discuss it in groups or at the same table, and then talk about your own experience of this idiom in combination with the actual situation.

Reflections on the Teaching of Landscape Architecture in China (Part 3) Part 1: Learn to examine questions.

Students should practice self-examination when writing the first draft in the first class without any guidance from the teacher. In the exercise guidance class, the students reviewed the topic again. I instructed them, "What do you think is the most important sentence in the topic? Do you have any suggestions on writing requirements?" By grasping the key words in this way, students can ask themselves no matter what kind of writing topic they encounter: "What does the topic require them to write? How to write? " After such guidance and training, students are used to grasping the main words and phrases to understand the meaning of the question. The cultivation of this learning ability can not only help them learn to write, but also help them correctly and quickly understand the meaning of application problems and analyze the quantitative relationship when learning mathematics. So I think it is very important to guide students to master the method of examining questions in the teaching of various subjects.

Second, learn to imitate writing.

Because they want to introduce themselves in practice, the students have finished the first draft independently before class. With a little help, students' ideas can be easily expanded. The question is, how to write your own characteristics clearly? This has become the key for students to write this exercise well.

So, I started with the familiar appearance description of the students. First, I gave an example to let students sort out their writing ideas, read the paragraphs describing the appearance, and review the writing method of "grasping the characteristics in order", and then let a talented student read the first draft fragment written in the first paragraph of Swallow, so as to further guide other students to learn to imitate writing. Then, I asked the students to recall and recite the lesson "Kingfisher", "It is small and exquisite, with a long and sharp mouth under a pair of bright and flexible eyes." This sentence allows students to practice parody and try to use reverse thinking to change the description order and describe the appearance of characters flexibly.

Third, develop thinking.

For "good articles have changed." I don't quite agree with this statement. In my opinion, a good article is a combination of reading and writing, which mobilizes the accumulation of life and language, activates and expresses ideas, and naturally comes from constant writing practice.

For the third-grade children who are beginners in writing, they should not only insist on training the use of basic expression methods, but also pay attention to the accumulation and internalization of students' language, the training of thinking and the activation of ideas, keep students' enthusiasm and interest in expressing and gradually improve their writing ability.

In this exercise tutoring class, I focus on cultivating students' thinking order. Because the practice requires "introducing yourself in many ways", it is helpful for students to form a good habit of thinking first and then writing by guiding them to sort out the writing order and the content to be written, so that they can learn to sort out their writing ideas initially and record their thinking trajectory with simple and concise keywords. This helps students to clear their minds, make their exercises orderly, develop their logical thinking, and make students' language better serve them to express their thoughts.

Of course, I have no objection to guiding students to improve their expression level by evaluating and correcting exercises. But this method only focuses on the revision of words, phrases and sentences in the manuscript, just like a small step when climbing the writing peak. However, if we guide students to learn to think, first determine the full-text ideas, understand the use of expression methods, and then start writing, which will help students make a big step forward. So don't stick to details, start from the big picture, put the training of words and phrases in the usual Chinese learning, and focus on infiltrating and mastering writing knowledge in the composition class to help students understand and use expression methods. In this way, when climbing the writing peak, students will have a clear goal, go all out and get twice the result with half the effort.

In the first half, everything went on in an orderly way according to my preset teaching plan. In the second half, on the one hand, I didn't think deeply about how to "guide through evaluation", on the other hand, the physical projector could not be used normally, which affected the learning effect. But I think: this is mainly due to my lack of in-depth and meticulous design of classroom learning, and I just want to act according to circumstances, ignoring the leading role that should be played around learning objectives; In addition, there is still a lack of high teaching wit, which makes it impossible to improvise and flexibly control the process and rhythm of classroom learning, resulting in the regret that needs to be made up after class.

Although classroom teaching is a regrettable art, I still have to think about how to improve the teaching link of "evaluation and guidance" in my opinion: after guiding students to start with the analysis of examples, it is clear that this exercise should be "clear thinking and clear expression" and "truly introduce themselves in many ways", and then let students group according to "smart team" and "smart team", and each person chooses two articles to evaluate in the exercise for his classmates: "Is the exercise clear?" Do you clearly show your true self in many ways? " After the students communicate in groups, the two teams can comment on the exercises through competitions. Teachers guide students to closely follow the exercise content and related language, and give targeted guidance, that is, how to guide students to describe and express clearly the examples of performance characteristics at that time. This design will help students, especially those with learning difficulties, understand the writing requirements and improve their expression level.

How far can I take my students on the road of learning Chinese? This first depends on how far I have the ability to go. Through this seminar, I may have a little confidence in my "walking" ability, but there is still a long way to go. Do I still have the confidence and potential to go on? If I don't persist in studying and researching, and don't work hard and reflect, I will walk very slowly, and even affect students' "walking". That's really misleading. Here, I would like to encourage all of you and classmates here: Let's embark on the journey of learning Chinese and strive to "read with connotation, speak eloquently, write with literary talent and taste."

Part IV Teaching Reflection of China Gardens III Today, I learned a lot from listening to China Gardens III taught by Mr. Wu. This lesson gave me an inspiration, that is, how to teach Chinese gardens in the future is to let students learn Chinese in the created situation, and pay attention to guiding students to discover laws and expand.

Chinese Garden not only helps students to systematically sort out, integrate and consolidate the Chinese knowledge and skills they have learned, but also pays more attention to cultivating students' interest and self-confidence in learning Chinese. So, how can we make "China Garden" a paradise for students to learn Chinese? Teacher Wu gave me a good inspiration:

First, create situations according to students' age and psychological characteristics.

Grade two pupils are active and playful, and their thinking is mainly based on images. In their observation and imagination, the objective world is an anthropomorphic world, from a small forest to a small animal. In their eyes, they have all become emotional and intelligent elves. Teacher Wu organized teaching according to this characteristic of students, and also grasped the key to successful teaching. The practice of creating situations is particularly applicable. It has caused a situation of "I will be a little teacher". In the created situation, students have aroused their interest and enthusiasm in learning Chinese, and easily completed the teaching task of consolidating literacy and accumulating words.

Second, guide students to discover laws and expand.

Teacher Wu makes full use of text resources in teaching and guides students to find the rules of words, phrases and sentences and transfer them. For example, "I'll find the rules", "I'll challenge" and "read and speak" are all based on independent discovery, guiding students to recognize, write and speak sentences, and then further extending teaching on the basis of teaching materials. For example, the teaching of "I want to challenge" "Think quickly, who is its antonym?" The arrangement of this link is intended to arouse the antonyms that students will have learned and cultivate students' extensive training by analogy.

The classroom of Chinese teaching is more and more extensive. Mr. Wu boldly and fully tapped the Chinese curriculum resources in life, creatively used teaching materials and carried out creative Chinese teaching activities, making our Chinese classroom truly a paradise for students to learn.

Reflections on the Teaching of Landscape Architecture in China Part III Part V This garden has been taught for three class hours, and the first class has completed the two knowledge points of "My discovery accumulates over time". On these two knowledge points, "My Discovery" and "Accumulated Over a Long Period" are of appropriate help in teaching, because these two knowledge points need to be guided on the basis of language. After all, he is a sophomore. Although they have accumulated some knowledge, there are still some ambiguities between the meanings of words. For example, there are two groups in the textbook My Discovery. The first group is "action and tools used in action", and the second group is the difference between "article and article". In this session, students can find verbs and nouns. I dialed here (the first group contains the same two words, and the second word is based on the previous word, and the two words have different meanings. For example, you should use a wine cart to pack drinks; There are planes in the airport. "Accumulate over a long period" is the training of antonyms (students can be encouraged to read unfamiliar words with pinyin, see what is between two words in each group, and then use their own rules to read and identify glyphs. It also reminds students what they will find if they remove the dash between two words. ) At this mention, students will soon find that two opposing words can form such words as "Be lenient with others, be poor with wealth, be cheap with expensive, be good with evil ……" and use them properly.

The following is a teaching clip:

Teacher: Show me the plane-airport bus-bus station books-library.

Read together

Q: Students, what rules have you found?

Sheng 1: Two words have become three words, and one of them is the same.

Teacher: What else?

Student 2: The library is used to put books.

Teacher: That's right. What is the airport for?

N: it can stop planes ...

Teacher: So, what is the rule we found?

Health: it's ... there's something in the front and a place to put things in the back.

Teacher: How clever. There is something in front, and a word at the back makes it a place to put things. What other examples can you give?

When designing the content of this class, I was wondering what resources students could master. At first, I thought of asking students to play games to find antonyms, but I was worried that I could not find them. So instead, I found two students, a man and a woman, in sharp contrast, standing on the podium for students to observe carefully. What difference do you find from the comparison between the two students? The students found several differences, such as height, fat, body shape and length ... In the process of searching, one student talked about beauty and ugliness. Although I realized that this classmate's statement may be from the heart and may hurt two classmates on the stage, I just muttered something in a low voice, without explicitly pointing out that his statement was inaccurate.