Three reflections after teaching the first volume of "The Shoemaker's Son" for sixth grade students?

Reflection after teaching "The Shoemaker's Son" in the sixth grade volume 1

The article "The Shoemaker's Son" uses vivid examples to describe Lincoln, who was elected President of the United States twice. , but in the face of the ridicule of the so-called "superior people" who were arrogant and self-reliant on the upper class, he defended his dignity with his own wisdom and tolerance, and won everyone's trust and love.

The full text is simple and full of emotions, showing Lincoln's personality charm of tolerance, honesty, humility, confidence, benevolence and justice. Therefore, when designing, I tried to grasp a line of changes in the senators' attitudes and Lincoln's personality charm shown in three passages to teach.

At the beginning of the class, I directly presented Lincoln's two different identities and asked: What does it take for a shoemaker's son to become the president of a country? What kind of personality charm does he have? Then bring Let the students get closer to Lincoln and feel his noble personality.

Then, go straight to the topic and ask students to read paragraphs 2 to 5 carefully, underline sentences that describe Lincoln’s language, and give students enough time to write comments next to them. Then focus on the key words and study these three passages of Lincoln with student ***, always focusing on: What kind of Lincoln did you see (what new understanding did you gain about Lincoln)? To feel Lincoln's tolerance, humility, and respect Fatherly, witty, and charisma that treats others as an equal.

Finally, the teaching of the sixth natural paragraph allows students to directly find Lincoln’s words in his speech against national division, understand them, and feel Lincoln’s patriotic spirit.

The changes in the senator’s attitude in this article are a hidden thread, embarrassment? humiliation? laughter? silence? admiration. During the learning process, I guided the students to analyze Lincoln’s three speeches step by step. Let students realize that it was Lincoln's charisma that made these senators change so much.

Throughout the teaching process, I was able to grasp the key points of the text and find ways to set up links to solve the difficulties, so that students could think while reading and improve during discussions. Lincoln's personality charm has a profound understanding. I think I was relatively successful in dealing with the focus of "the art of shoes." First, let the students talk about the art of making shoes. What art does it refer to? The students’ understanding is superficial. They can only understand that the shoes are made well and they fit well. Then I ask a pre-designed question: When a high official When nobles asked him to repair polished leather shoes, he __________; when common people asked him to mend tattered cloth shoes, he __________. In this way, students can understand that the "art of making shoes" refers to his father's shoe repair. No matter he is a high-ranking official or a commoner, he treats them equally and is meticulous. This is not only the art of making shoes, but also the art of being a human being. In this way, it is easy to understand what Lincoln learned from his father: the art of making shoes.

Of course, there are some problems in the teaching practice of this class. Combining the teaching suggestions given to me by the instructor and other teachers, I reflected on the following shortcomings: Lack of flexible educational wisdom. Educational machine intelligence fully reflects a teacher’s own abilities and is also a reflection of the teacher’s personal style. In the process of communicating and discussing with students, when the students' understanding has reached a certain level, I still hold on to my lesson plan and do not show flexibility. There is also one link, that is, the handling of ellipses. The default is to treat the classroom as a Senate and the students as senators. When interviewing these senators, what are they praising? It stands to reason that after showing the ellipsis, you should directly During the interview, it turned out that I also simulated the Senate at that time, which seemed redundant. Because some teaching links went back and forth several times, the subsequent content seemed rushed, leaving people with the feeling of starting at the beginning and ending at the end. At the same time, too much emphasis on "What kind of Lincoln is this" seems to be a moral lesson. Teaching acumen needs to be slowly accumulated in future teaching, learn from other teachers, and look at more cases in this area. Experience it with your heart, figure it out, and practice it. Insufficient guidance in details. Because I don’t have a clear picture of what I am doing, and because my experience is not deep, I am not confident enough in class.

I will work hard to improve the above shortcomings, improve my teaching level, and make reflection effective. Reflection 2 after teaching the first volume of the sixth grade book "The Shoemaker's Son"

1. Integrate me into the country and get closer to the author.

I let the students experience the senator’s arrogance, humiliation, sarcasm, and ridicule while reading. Understand that his purpose in doing this was to prevent Lincoln from stepping down, to prevent Lincoln from being able to hold his head up, and to kill Lincoln. In such an atmosphere, what should Lincoln do? You must know that not only were those who participated in this action Just one senator, all the senators participated in this humiliation of the new president. They all laughed heartily. This laughter was full of joy. Listening to such laughter, how should Lincoln complete his speech task? I asked the students to boldly assume that what would the average person do in this situation? ?Then connect the three passages of Lincoln in the text and experience Lincoln's great soul from Lincoln's words. During the reading and deliberation, students experienced Lincoln's speech skills of turning enemies into friends, using his sincerity and humor to influence the audience, and felt Lincoln's great personality charm.

2. Read and comprehend the characters.

The text mainly focuses on the character’s verbal description to highlight the character’s mental outlook and personality charm. In teaching, I firmly grasp Lincoln's speeches for study and comprehension, allowing students to understand the characters through the surface of language and words. Seemingly plain and ordinary sentences, but they contain profound philosophy. There are no gorgeous words, only simple words. Only by reading the character's heart can we read the character's spirit and truly understand the character's charm. . When teaching the first passage spoken by Lincoln, guide students to grasp the three "forevers" and use comparative sentence patterns to experience the emotions contained in the three "forevers". When teaching the second passage spoken by Lincoln, I caught a sentence that turns the relationship? Although I am not a great shoemaker, I learned the art of making shoes from my father since I was a child. ?Ask students to talk about what other related words they can fill in, and realize that the sentence that changes the relationship emphasizes the second half of the sentence, and then guide students to think? Did Lincoln only learn the art of making shoes from his father? Contact Lincoln to say To understand the third paragraph, students will realize from the third paragraph that what Lincoln learned from his father is an art of life, a kind of magnanimity, humility, hard work and frugality, and everyone is equal. Art. Finally, let the students read these three paragraphs in succession to further experience Lincoln's great personality charm. Post-teaching Reflection Three of the Sixth Grade Volume One "The Shoemaker's Son"

"The Shoemaker's Son" is a text about a human being in the eleventh volume of the Jiangsu Education Edition of the National Standards. The text describes in detail the story of Lincoln after he was elected president. Before his first inaugural address, a senator tried to use Lincoln's humble origins to humiliate him and prevent him from stepping down. Lincoln sincerely said something that has been passed down to this day, successfully turning the senators' mockery of him into laughter. For applause of admiration. How to understand Lincoln's speech and feel his great personality charm has become the focus of this article.

1. Let me enter the country and get closer to the author.

I let the students experience the senator’s arrogance, humiliation, sarcasm, and ridicule while reading. Understand that his purpose in doing this was to prevent Lincoln from stepping down, to prevent Lincoln from being able to hold his head up, and to kill Lincoln. In such an atmosphere, what should Lincoln do? You must know that not only were those who participated in this action Just one senator, all the senators participated in this humiliation of the new president. They all laughed heartily. This laughter was full of joy. Listening to such laughter, how should Lincoln complete his speech task? I asked the students to boldly assume that what would the average person do in this situation? ?Then guide students to analyze Lincoln's three speeches step by step, so as to understand the thoughts, emotions and great personality charm of the characters in these three paragraphs. During the reading and deliberation, students experienced Lincoln's speech skills of turning enemies into friends, using his sincerity and humor to influence the audience, and felt Lincoln's great personality charm.

2. Read and comprehend the characters. Taking reading as the foundation, comprehending while reading, experiencing while reading, accumulating while reading, and training language sense while reading are the basic connotations of Chinese teaching. However, reading is not just general reading. It must be layered, focused, and meaningful. against. Therefore, in the training of reading aloud, the teacher's guidance and guidance play a vital role. The classroom belongs to students as well as teachers. Teachers and students jointly construct the teaching process. In the relationship between teaching and learning, teachers are the leader. Therefore, students' emotions often rely on teachers' encouragement and inspiration. For example, this article focuses on the guidance of students reading Lincoln's three speeches repeatedly. Through such reading, students will naturally generate their own experiences.

Of course, in the teaching process, I also have many shortcomings, such as: the students' dominant position is not fully brought into play, and the time for students' speaking training is hasty. The three passages Lincoln said are progressive in layers. The relationship is not guided in place, and the students' reading is not yet complete.