Evaluation of the first grade Chinese "Crow Drinking Water"

Comment on "The Crow Drinks Water" Class I

The teaching activity of this new national people's competition listened to a lesson given by Teacher Tang Jie, which deeply attracted her unrestrained and free-spirited in class. As a novice who has been on the job for less than a year, Mr. Tang's ability to make the class so natural is obvious. In this class, the students moved and the atmosphere became lively, and the learning methods of group discussion and cooperative inquiry were also used.

First, create an environment to lead the topic and liberate students' hands, ears and mouths

At the beginning of the class, the children's attention was somewhat distracted due to the arrival of parents and teachers attending classes. Teacher Tang had a brainwave and did martial arts exercises with the students. ? Would you please do it like me? Learn to dance martial arts exercises, learn to do movements and guess riddles. In the process of moving, twisting and guessing, students unconsciously withdraw their wandering thoughts and begin to listen carefully. Introduce the topic into the guessing of riddles, and take the opportunity to write the topic on the blackboard, (crow). Immediately test the students? Ugh? Yes? Ugh? Is there any way for you to remember this word? The students immediately began to think with their heads. Seeing that it was a little difficult, Mr. Tang reminded them that if the bird was removed, it would be black. If the bird lost its eyes, it would be dark in front of it. So this bird is called crow. Finally, the students learned to remember the word by subtracting one.

Next, Mr. Tang further guides the students to question. Do you see any questions you want to ask about this topic? Facing all students, stimulate students' deep thinking and emotional input, and pave the way for the next study of the text.

second, learn first and then teach, and use various tricks to train students' literacy ability, cultivate students' sense of cooperation and improve their reading skills.

This link is mainly divided into three steps, one is the teaching of new words, the other is the reading of texts, and the third is the writing guidance. In the first step of the teaching of new words, Mr. Tang has carried out various ways to memorize new words: primary teachers lead reading, reading with pinyin, reading with pinyin, reading for boys and girls in competitions, reading by train, skipping reading, reading in games, etc., with various ways to deepen students' memory. On this basis, further guide students to think about communication literacy methods. Because the lower grades are too young and lack certain cooperative learning consciousness and ability, Ms. Tang is still consciously cultivating students' cooperative consciousness in combination with the actual situation, so she invites students to discuss their own memorizing methods with their deskmates. On this basis, students are asked to show: who wants to share the mnemonic method with you? On the basis of such self-study, cooperative learning and communication, students have learned many new words, such as: stone-right, doing-doing, gradual: the waterwheel has a heavy bottle: tiles are together. Especially for Chinese characters with extremely similar glyphs, Mr. Tang gave key guidance, such as? For? Do it? ，? Thirst? Drink? Students know after analysis and comparison? Thirst? Need water? Three waters? Drink? Use your mouth for water? Beside the word. In the following text reading, Mr. Tang pays great attention to cultivating students' Chinese reading habits and reading methods. If the text is divided into natural paragraphs, the first paragraph has a few sentences, etc., most students miss a sentence because they don't know how to judge the sentences marked with question marks. Although this is a very simple reading skill, it is a very error-prone knowledge point for junior students. For the first-grade children, attention is short-lived. Teacher Tang immediately started memorizing words with essays, using courseware such as frog crossing the word bridge, reading words and water in a bottle to further arouse students' interest and hold their attention tightly in their hands. At the same time, pay attention to guiding students to understand words in context, such as? Everywhere? Teacher Tang asked the students to act out the appearance of looking for water to drink everywhere. Students understand the meaning of this word by looking around. In order to deepen students' understanding of the main content of the text and understand the mood of crows, Mr. Tang further guided students to read the feeling of thirst. Not so thirsty? ，? Well, a little thirsty? Encouraged step by step, the students read out the feeling of unbearable dry mouth, and even some students held their necks and swallowed, showing a face of discomfort and disappointment. Next, Mr. Tang prepared props for students to act out the story of a little crow drinking water, and took the opportunity to train sentence patterns:

1. Crows put stones in bottles one by one

() put () in ()

() put () in ()

2. The water gradually rises

() gradually.

Third, show feedback

This session aims to encourage students to question boldly and think independently, and guide students to clarify their views and ideas in their own language. While liberating students' ears, they also liberate students' brains, mouths and hands. The clever little crow came up with a way to throw stones. If you are the little crow and there are no stones beside you, what other way do you have? Students immediately began to get excited, some said to use straws, some said to push the bottle, some said to break the bottle, etc. Although some methods can't stand scrutiny and there is no possibility of time, this is not the purpose. The greatest success is that students' thinking has been expanded and applied. Affirming students' diversified value orientation promotes the overall development of students' cognition.

But in this class, I also have some personal opinions to share:

1. The notation of some words in literacy methods is far-fetched, such as? Gradually? The spelling method recommended by Mr. Tang, the waterwheel is several hundred kilograms. Personally, I think this method is far-fetched, which is far from the meaning of words, and is not conducive to correctly memorizing and understanding the meaning of words. According to the interpretation of Shuo Wen Jie Zi, chop is both a sound side and a shape side, which means to cut into small parts. Gradually, (water, river water) (chop, cut), the original meaning of word-making: multi-step diversion and water control. Therefore, I personally feel that when I am literate, I can try my best to link the meaning of words to deepen my memory.

2. Give students as much time to think as possible when asking a question. As far as possible, pay attention to guiding students to draw their own conclusions, and don't rush to say their opinions first or impose them on students. For example, in the blackboard writing project? Crow? Teacher Tang asked the students when the word "bird" was used: Is there any way for you to remember it? The students were a little silent, and Mr. Tang himself pointed out the answer. Is it like the word bird? If the word bird is gone, it will be black. There are also drinking and thirst, doing and doing, stone and right, and students' thinking space is not very sufficient. However, if you come to a conclusion early, you are willing to take the time to let students discuss the problems in depth and ensure that students have enough time to explore and experience in order to make students learn deeply and remember firmly. Comment on "The Crow Drinks Water" Class II

Teacher Zhou's class is both full of Chinese flavor and interesting. The teacher led the students into the text and into this interesting fairy tale in rich and interesting teaching activities. In class, all the students held their hands high and their faces were red, and the children's interest in learning was completely aroused by the teacher.

First, literacy teaching, striving for innovation while maintaining stability

With regard to literacy teaching, smart students can also say something in an exemplary manner. There are not many new words in this lesson. Ugh? Crow? These two words are linked together to remember that a crow is a bird, so? Crow? The word is beside the word bird, right? Ugh? Understanding:? Ugh? Represents black; ? Ugh? Than? Birds? Less, because the crow is so black that we can't see its eyes. Students feel very interesting and it is easy to remember. There is another group of similar characters? Drink? And? Thirst? This has always been a difficult point in teaching. Teacher Zhou guided the students and let the children think for themselves, and got the answer: Yes? Drink, thirsty? The difference between? Drink water? Drink with your mouth, and you must open your mouth wide (image description? Mouth? The font), so it is next to the mouth; ? Thirst? Because I am thirsty, I especially want to drink water, and I don't have to open my mouth to drink water, so I am beside three points of water.

second, grasp the key words to guide understanding.

Miss Zhou grasped the key words in the text and adopted them. Read? 、? Talk about it? 、? Do it? And other methods to guide students to feel the text, it can be said that these teaching activities fully take into account the active and playful characteristics of first-grade children. Teachers guide students to pay attention? Everywhere? The word. To help students understand? Everywhere? The teacher guides the students to look at the picture and imagine: how will the crow find it? Through imagination, let the students realize the crow's hard work of finding water and the anxiety of not finding water.

Teacher Zhou also showed students how to observe crows by putting stones. One by one? Put the stone into the bottle carefully, and let the students talk about their findings: the water is rising gradually, which leads to understanding? Gradually? . Then guide the students to experience the feeling of putting stones into the bottle one by one with their mouths in their mouths. Students sincerely sigh: Isn't it easy for crows to drink water? From these details, it can be seen that Mr. Zhou's class is based on the text and has been carefully designed.

Third, the reading guidance is hierarchical

In this class, Mr. Zhou's reading guidance for the text embodies two levels: reading correctly and listening well. Read correctly. Teacher Zhou read the text correctly by reading aloud and correcting the pronunciation section by section. Reading well, Mr. Zhou guides students to read the text well by grasping key words, keywords and demonstrating. Although this text is short in length, the story is tortuous. The crow went through the process of looking for water, seeing water, not drinking water, and finally drinking water through hard work. With the change of things, the crow's mood is also very restless. In reading aloud, Teacher Zhou also guided students to read in the process of understanding the crow's changing mood.