Reflections on the teaching of destroying opium in Humen, the eighth lesson of Class Four.

One of the reflections on the teaching of destroying opium in Humen, Destroying Opium in Humen tells the story of the corrupt and incompetent Qing government and foreign powers bullying China in the late Qing Dynasty. However, the patriotic people of China, under the leadership of Lin Zexu, have increased the ambition of the people of China and dealt a blow to the arrogance of foreign powers. In the teaching of this class, I noticed the following points:

First, collect information to understand the poison of opium to people. Before class, I arranged for students to collect information about opium, so that students could know how harmful opium was to people and how much opium was smuggled into China by foreign countries through various channels, paving the way for students to learn the text well.

Second, a main line runs through the whole paper. The text says that the destruction of opium in Humen is a great feat. I showed such a self-study outline: read paragraphs 2-5 of the text and find out which words can be expressed. Strong? Draw these words. Read it again and write down what you have read in the book. Students try independently first, then communicate at the same table, and then discuss with the whole class, inspired by the teacher. Under the guidance of this self-study program, the students realized the strong feeling of destroying opium in Humen from the scenes before and after selling cigarettes.

Third, the combination of understanding and guiding reading. Instructing students to read aloud on the basis of understanding words and feelings not only deepens their understanding of the text content, but also exercises their sense of language and improves their reading ability.

Fourth, reading and writing. What method is used in this article to describe selling cigarettes? First of all? Again? Then these words indicate order. Students understand that selling cigarettes is divided into three steps. After retelling the method of selling cigarettes with these words, I asked the students to write the process of one thing with these words. In this way, students not only know how to sell cigarettes, but also transfer the knowledge gained from reading to writing.

Are the students experiencing this event? Strong? Then I guide the students to look at the pictures: the roaring sea, the scene of Lin Zexu selling cigarettes and the statue of Lin Zexu. What are you going to say? The students said some compliments to Lin Zexu, but I just said that I didn't guide him properly? The people of China should not be insulted? (I want the contents of the blackboard) Guide the students to the sixth paragraph, which is a bit tough and does not give full play to the students' subjective initiative.

Rethinking on the Teaching of "Destroying Opium in Humen" The lesson "Destroying Opium in Humen" recorded the process of destroying opium in Humen, which shocked China and foreign countries in June/839, revealed the great historical significance of destroying opium in Humen, and eulogized the fighting spirit of China people in patriotism and resistance to aggression. It is a good textbook for patriotism education.

This is a great feat, so when I teach, I always focus the students' emotions on? Strong? This word, first of all, I felt grand and magnificent before selling cigarettes. Let the students read the second paragraph and learn the text by themselves. Are you packed? 、? Colorful flags? See the grand and spectacular scene, and then let the students read it out; Then further guide the discovery from the scene where the order is about to be finished and the scene of selling cigarettes? Salute? 、? The crowd is boiling? Let the students imagine the scene while reading and read the momentum. Finally, let the students imagine that they are also at the scene. They are cheering and realize that selling cigarettes is very popular in the hearts of ordinary people and their patriotic feelings. When students put their emotions in before reading the fourth and fifth paragraphs of the text, it is a kind of emotional generation. Students read with great momentum and shock.

When the students were immersed in Humen's feat of destroying opium and Lin Zexu's heroic struggle spirit, I made a 180 degree turn. Lin Zexu and Humen, who shocked China and foreign countries, were great achievements in the history of China, and people will always remember him. However, with the passage of time and vague memory, today we see some incompatible phenomena. Drug smuggling is still rampant at present. Those drug lords tried their best to sell drugs from abroad. In order to earn high money, they not only harm the bodies and souls of their compatriots, but also endanger national security. Faced with such a situation, what do you want to say? At this moment, facing the statue of Lin Zexu, what else do you want to say? Students are too stiff to express themselves well. Today, I arranged a small exercise pen. I don't know how to write it. Tomorrow is unfinished!

When previewing the text, I added the information that the Qing government was corrupt and incompetent in the late Qing Dynasty, and China was bullied by foreign powers. But there is also a patriotic force among the people of China, who have made epic contributions. Lin Zexu is one of them. The anti-smoking movement in Humen presided over by him is a great event in the modern history of China, which shows that the people of China are not easy to bully. This action severely taught the arrogance of foreign powers and greatly enhanced the ambition of the people of China.

This is a text of patriotism education. In this text teaching, I use? Patriotic? Take this as the core and reflect on history with children.

1, the class introduces the Opium War to the students, and makes them understand the poison of opium to China's national strength with figures. Lay a good foundation for students to learn the text.

So what kind of event do you think is the destruction of opium in Humen? And lead to? Great feat? Take this as the center, find out the relevant paragraphs to learn.

2. Grasp the text and practice the text training. Read through the text, grasp the key words and paragraphs and walk into the text. Instruct reading aloud. Let students really return to the historical era at that time.

3. Looking back is for a better prospect. It is the responsibility and obligation to understand history, but also to do well in the present and the future.

Drug smuggling is still rampant at present. Those drug lords tried their best to sell drugs from abroad. In order to earn high money, they not only harm the bodies and souls of their compatriots, but also endanger national security. What do you want to say in the face of this situation? At this moment, facing the statue of Lin Zexu, what do you want to say?

Reflections on the teaching of destroying opium in Humen (III) "Destroying opium in Humen" is a text in Unit 2 of the first volume of the fourth grade of Jiangsu Education Publishing House. The full text consists of six natural paragraphs in the order of events. The first natural paragraph tells the time when opium was destroyed in Humen. The second to fifth paragraphs describe the process of destroying opium in Humen, and describe the scene of selling cigarettes in vivid language. The last paragraph reveals the great significance of destroying opium in Humen. The text focuses on the process of selling cigarettes. In the narrative process, the author described the strong reaction of the people with pen and ink, and showed the great strength and lofty patriotic feelings of the people of China.

Adhering to the concept of effective teaching, a study guide sheet is designed according to the content of the text before class to help students preview, step by step, and guide students to learn independently from the aspects of article background link, new word learning, paragraph level, main content and their own problems.

On the basis of students' autonomous learning, according to the characteristics of the first class, the following three teaching objectives are determined: 1. Learn new words and understand their meanings in the text. 2. Read the text correctly and fluently. 3. Educate students in patriotism. Around these three teaching objectives, I designed the following teaching links:

First, effective import. Teacher Yu Yi said: The first hammer in class must knock on the students' hearts. ? The article describes the historical events of 170 years ago. In order to close the distance between students and the text, my import is made by? Tiger? Word, by? Tiger outbursts? As the saying goes, connecting with the ongoing Diaoyu Islands incident between China and Japan arouses students' interest, unifies history and reality under the theme of patriotism, and makes the classroom filled with lofty love for the country from the beginning of a class.

Second, take students' emotional changes as clues, effectively arrange teaching content and guide students to read aloud.

In the design, around the emotional theme of patriotism, students are arranged to experience two completely different emotional experiences: anger, joy, sadness and strength.

Sadness: Through courseware display, let students feel how many families opium has destroyed.

Anger: Opium has brought great disaster to the Chinese nation, and our people are despised by the great powers. Sick man of East Asia? Being humiliated, the students were aroused strong dissatisfaction with imperialism.

Xi: All China people are sincerely happy and excited to see opium completely destroyed.

Zhuang: Through the great event of destroying opium in Humen, we can appreciate the strength, will and heroic patriotic feelings of the people of China.

Third, find the topic of effective communication and discussion with students in the situation.

There is a lot to learn in a class. Without a unified and interesting topic, it is difficult to arouse students' interest. This requires giving full play to the leading role of teachers. The communication theme of this lesson is closely around. Who is the happiest in the whole process of selling cigarettes? Expanding this seemingly simple question is actually a high degree of unity of content and ideas. Students are also willing to answer such questions: ordinary people are the happiest, Lin Zexu is the happiest, and all officials are happy (all people in China are happy). Teachers should make full use of this situation, so that we can express the happiness of China people by reading the text. On this basis, when the conversation turned, I read the happiness of China people? Guide students to explore and read another book? Strong? Words, read out the momentum, strength and lofty love of the people of China. Coupled with the flexible way of classroom interview, stimulate students' interest in exchange and discussion.

Fourth, the way to summarize the text is unique.

I have summarized the text in the form of ancient poems for ten years. China is a kingdom of poetry, and we encourage students to read more classics, but in reality, I feel that students still have a sense of distance from classics. Through this kind of teaching design, the text is adapted into ancient poems, and some connection is established with traditional classics to improve students' interest in reading classics. Poetry is easier to read and remember, and its high generalization in turn strengthens students' memory of the text content. The two complement each other.

Through the teaching of this class, I basically reflect some of my pursuits in classroom teaching, that is, paying attention to students' emotions, being close to students' lives, paying attention to learning interest and emphasizing teachers' affinity. In a word-a simple Chinese classroom that pursues the original ecology.