Reflections on the teaching of tunnel warfare in central Hebei in the first volume of the fifth grade.

The tunnel warfare in central Hebei is a documentary article, which introduces the emergence, function and authentic structural characteristics of the tunnel warfare in central Hebei during the War of Resistance against Japanese Aggression period, and praises the infinite wisdom and strength of our people. The following are my thoughts on the teaching of the first volume of the fifth grade "Tunnel Warfare in Central Hebei" (5 general chapters). Welcome to read the reference!

The first volume of grade five, tunnel warfare in central Hebei 1, is a documentary article, which introduces the emergence, function and tunnel structural characteristics of tunnel warfare in central Hebei during War of Resistance against Japanese Aggression period, and praises the infinite wisdom and strength of our people. In teaching, students are required to understand the indomitable fighting spirit and infinite wisdom of our people in War of Resistance against Japanese Aggression, and then realize the great power of the people's war, and at the same time understand the emergence, function and authentic structural characteristics of tunnel warfare in central Hebei.

In order to narrow the distance between the tunnel and my classmates, I will let my classmates watch the movie Tunnel Warfare first, so that they can have a preliminary understanding of the structure and characteristics of the tunnel and how the people attack the enemy. In teaching, there are many kinds of tunnels, including 100, including big holes, small holes, exits, air holes, confusing holes, caves, toilets, living places and so on. And the structure is very strange. In order to make students understand, I used ppt to show the pattern of the tunnel. The combination of pictures and texts made students understand the internal structure of the tunnel and how the villagers used the tunnel to attack the Japanese devils. In order to break through the difficulties and grasp the key points, I guide students to experience the strangeness of the tunnel from four aspects: the structure, function, defense and communication methods, so that students can understand why the tunnel warfare in central Hebei is called a miracle, and that the people in central Hebei not only insist on production, but also effectively attack the enemy and smash the extremely vicious "sweeping" of the enemy, which is an amazing miracle left in the history of War of Resistance against Japanese Aggression. Further understand the indomitable fighting spirit and infinite wisdom of our people in War of Resistance against Japanese Aggression, and then understand the great power of the people's war.

The first volume of the fifth grade, Tunnel Warfare in Central Hebei, is a reflection on teaching. The text "Tunnel Warfare in Central Hebei" is not only a traditional text, but also a skimming text. It requires us to let students know the tenacious fighting spirit and infinite wisdom of our people in War of Resistance against Japanese Aggression, and then understand the great power of the people's war, and at the same time understand the emergence, function and authentic structural characteristics of tunnel warfare in central Hebei.

1, "Chinese curriculum standards" put forward the goal of cultivating the feelings of the motherland's language and characters. The essence of writing is in the sentence, with emotion and rhyme. This will not be disclosed automatically. Our teachers need to guide students to embrace language, feel language and experience language with heart in the teaching process. We must expose students to the language in the text. I let the students walk into the language of the text first, then let the language of the text enter the students' mouths, their brains and finally their hearts.

2. There are many kinds of tunnels, including 100, including big holes, small holes, exits, air holes, confusing holes, caves, toilets and human settlements. And the structure is very strange. In order to let the students know more about the characteristics of tunnels, I will let the students read the text by themselves to get a preliminary understanding of the internal structure of tunnels, and at the same time design a situation "Suppose a group of Japanese devils enter the village and find tunnels, what will happen to them and how the villagers will use tunnels to attack Japanese devils". Then ask the students to read the text carefully and design the tunnel schematic diagram with the text description.

3. I guide students to understand the text content and narrative order by asking questions, reading and discussing. I can also guide students to think while reading and understand the text content according to the questions in the "reading tips". In order to break through the difficulties and grasp the key points, I guide students to see what is the key point of the full text and what is written before and after the key part to help students understand the writing order of the full text. And from it, I realized the benefits of such an expression order. This expression sequence makes the complex tunnels in central Hebei in good order, and makes people have a clear understanding of the tunnels in central Hebei.

4. For the children living now, how can students form a comprehensive and clear understanding of the structure of tunnel warfare in their minds, and let them realize the special role of tunnel warfare in the history of China and War of Resistance against Japanese Aggression? Students' imagination will only be hindered by the words in the textbook. After all, it's too far away now. Before teaching this text, I didn't let the students watch the movie "Tunnel Warfare" carefully, nor did I assign them some tasks, so that they could inquire about relevant materials and communicate with each other, and fully understand the historical background of tunnel warfare and the wisdom and creativity shown by the people in the war. Therefore, when teaching the generation and function of tunnel warfare, as well as the style, structure and characteristics of tunnels, students did not devote themselves to learning, nor did they have a more comprehensive understanding of tunnels.

5. I was originally designed to draw the exits, big holes, small holes, forks, entrances, air holes, confusing holes and the positions of various parts of tunnel warfare for students when reading. Ask students to carefully study and think about the tunnel described in the text. Once again, it has experienced the process of creating "truth" through practice, and this purpose is to guide students to express practice and expand training with the help of sentences in the text. However, due to the unreasonable schedule, this link cannot be completed. I asked the students to finish it after class. The tunnels they designed are all kinds, some are ingenious, some are reasonable, and of course some are particularly rough. I asked them to assign team representatives to demonstrate and draw the design on the blackboard after the group discussion, and give a detailed introduction. After exchanging works, the students said: I know the tunnel described in the article. "Under the vast plain, countless tunnels have been dug, which are horizontal, vertical, straight and curved, and connected by families and villages ... so I think the tunnel is like a maze; It can attack the enemy and protect itself; The tunnel is a miracle and so on. "

Reflections on the teaching of the first volume of the fifth grade "Tunnel Warfare in Central Hebei" Part III: This is a lecture and reading text. In teaching, we should pay attention to cultivating students' innovative thinking ability. This ability is produced in the process of exploring knowledge. Teachers should dare to let go, be good at letting go, "children in their arms will never leave", believe in students' ability and let them solve practical problems through their own efforts. Therefore, in Chinese teaching, we should design challenging questions, create opportunities for active exploration, guide students to think creatively, and give full play to their enthusiasm, initiative and creativity.

When teaching the article "Tunnel Warfare in Central Hebei", I designed such a problem: discuss in groups and draw an authentic plan on the blackboard.

After some discussion, some groups drew the plan of the tunnel described in the textbook on the blackboard and explained it. There was an argument under the stage, and the class became "answering reporters' questions". The students were eager to try, so I gave the blackboard to more students. The miracle finally appeared! One team designed a plan of the tunnel structure that was not written in the textbook, and designed a more wonderful way to use the tunnel to fight. At the same time, he explained: "In order to prevent enemy fire attacks, an interlayer can be designed in the tunnel, and the interlayer can be filled with sand. If necessary, the board can be removed, and the sand will flow out like a flood. No amount of fire can help. "

It can be seen that children's imagination is very rich, from the height of the poor sky to the wonders of the seabed. Therefore, teachers should carefully design questions when necessary, make challenging questions attractive and stimulate students' desire to explore. This is the process of students' thinking climbing. Rock climbing seems difficult, but in the process of rock climbing, students are full of expectation, passion and exploration. Only when students experience confusion, frustration and tempering can they experience the growth of life.

Students read because of need, because of interest and because of problems. Although sometimes students' understanding is not comprehensive, profound or even naive, it is students' own real thinking and feelings after all. The construction of knowledge is irreplaceable by others. As a teacher, we should cherish every interpretation subject with personality charm.

Students' thinking activities are like the process of climbing a mountain. Teachers should lead students to climb mountains with thinking, so that students can climb to the top step by step and experience the peak. The value of asking questions lies in arousing students' deep thinking activities, and those questions that are understood as soon as they are asked have no teaching significance. In class, we should hear the voice of students "thinking out of joint". Therefore, teachers should carefully design each reading topic, strive to shorten the distance between students' vision and text vision, and let students enter the text, the author, the editor, listen to the author's voice and interpret the connotation of the text.

Students actively explore and learn not only knowledge, but also the continuous improvement of their desire for knowledge and the continuous cultivation of their thinking habits.

Students actively participate in the class, carefully design, and the classroom atmosphere is very active.

Reflection on the Teaching of Tunnel Warfare in Central Hebei The fourth part of the first volume of the fifth grade, Tunnel Warfare in Central Hebei, is the narrative of the second group of the first volume of the fifth grade, and the author talks endlessly. The text introduces and explains the reasons, functions, authentic styles, structures and characteristics of the tunnel warfare in central Hebei, gives high praise to the tunnel warfare in central Hebei, and enthusiastically praises the infinite wisdom and tenacious fighting spirit of the people. This paper can be divided into three parts. The first part expounds the reasons and functions of tunnel warfare in central Hebei. The second half made a high evaluation of tunnel warfare; The key part in the middle mainly introduces the style and characteristics of the tunnel. The key part in the middle of the text first introduces the overall structure of Jizhong tunnel, and then introduces various specific design styles and their functions of self-defense, attack, loss prevention and information transmission, which embodies its characteristics of careful design, easy defense and attack, and flexible innovation.

In the teaching process of this course, I think my success lies in:

First, talk while reading, and realize while reading.

The language of this article is concise and easy to understand. I decided to let students read the text correctly and fluently through different forms of reading. As the saying goes, if you read a book a hundred times, you will understand its meaning. When the children read the text with great interest, they understood the main content of the text.

Second, draw the real structure with stick figures to help students understand the content of the text and experience the wisdom of the people.

When teaching the part of "Introducing the Style and Characteristics of Tunnels". On the basis of students' correctness and fluency, I instruct students to draw sentences describing authentic styles and characteristics while reading, and then demonstrate drawing authentic style stick figures on the blackboard, and then let students draw authentic styles according to the text content, and indicate the structural characteristics. Next, discuss in groups to see who draws the stick figure best in line with the text. Finally, communicate with the whole class and complete the study of authentic style in the key parts of the text.

Third, work in groups to help students understand the characteristics of tunnels through performances.

For example, when teaching Koukou, I divided the students into groups and then assigned roles for them to perform. During the performance, I reminded the students: How did the enemy March in the tunnel? What did the Eighth Route Army soldiers do in the tunnel? I especially remind the students that when knocking down the "enemy" with prop sticks, they must be very careful, just for show, and they must not force each other. After the performance, the students learned more about the beauty of the design of "Koukou" and the wisdom of the people.

Fourth, make full use of multimedia to help students understand the writing background of the text.

This text describes the story of the victory of the Anti-Japanese War. Because of the time difference, children don't know much about that period of history. Therefore, I selected a clip from the film "Tunnel Warfare" and played it to the students before class, so that they could have a general understanding of that period of history, which would help students understand the text and stimulate patriotic enthusiasm.

After finishing the teaching of this class, I found that there are still some shortcomings in this class: when I deal with some teaching links, some places are not handled carefully. The teaching language in the classroom has not changed.

I will try my best to make up for these shortcomings in my future teaching work.

Reflections on the Teaching of Tunnel Warfare in Central Hebei, the first volume of the fifth grade, requires us to let students know the emergence, function and authentic structural characteristics of tunnel warfare in Central Hebei, and experience the tenacious fighting spirit and infinite wisdom of our people in War of Resistance against Japanese Aggression. But after all, War of Resistance against Japanese Aggression is too far away now, and students' imagination will only be hindered by the words in textbooks. In order to achieve the teaching goal, I adopted the following methods:

First, before teaching this text, I let the students watch the movie Tunnel Warfare carefully, and then read the text aloud in class, so that the students can fully understand the historical background of tunnel warfare and the wisdom and creativity shown by the people in the war. Let them read the text carefully and see which part of the article you like best? Tell me why. In order to break through the difficulties and grasp the key points, on the basis of understanding the general idea of the full text, I guide students to understand the writing order of the full text, and realize that the advantage of such an expression order is to show the complex Jizhong tunnel in an orderly way, so that people can have a clearer understanding of the Jizhong tunnel after reading it. In teaching, students should focus on understanding the fourth to seventh natural paragraphs, because these natural paragraphs explain the structure and characteristics of the tunnel.

In order to let students know more about the characteristics of the tunnel, let them read the text carefully, draw a schematic diagram of the tunnel with text description, and let them make a simple introduction with the schematic diagram. In this way, students are full of interest at once and read the text carefully. The whole class is all about students' participation, students' design and becoming teachers! Disadvantages: After students draw the tunnel schematic diagram, they should assign representatives in the group to demonstrate and draw the design on the blackboard, and then introduce it in detail. I think people will understand this article more deeply and fully realize that this article shows the infinite wisdom of the people.