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Reflections on Chinese Teaching of "People who Draw Water and Dig Wells"
Reflections on the Chinese Teaching of "The Man Who Forgot to Dig a Well by Draught" 1 "The Man Who Forgot to Dig a Well by Draught" is the first article in the second volume of the first grade of People's Education Press. After the new curriculum reform, every text in the new Chinese textbook has practical content.
Since the implementation of the new curriculum reform, I have only paid attention to the practical problems arranged at the back of the text. After taking the class of "digging a well without forgetting", I changed my view and really realized the problem that it is difficult to implement in practice in rural areas. The following is my reflection on the teaching of "Don't forget to dig people when drinking water": In the teaching process of "Don't forget to dig people when drinking water", I first let the students read it by themselves, and then talk about what I think from it. Do you have any questions to ask? One of the students asked such a question: Why do people in Shazhouba go far away to pick up draught? This question is not the focus of this class. I think if we take the time to explain this problem, we can't highlight the teaching focus of this class. But if I don't tell the students, I think it's throwing cold water on them. I took the opportunity to say to the students, yes, we don't lack water at all, but why is there such a shortage of water there? The teacher will take this question as your homework today. You can find the answer in your own way.
The next day, when I walked into the classroom, some students were already waiting there. The students said that it seldom rains there; The climate there is different from ours. Not many people come forward to communicate, which shows the quality of this homework problem. What a student said left a deep impression on me. He said,' I asked my father, but he changed the subject and didn't tell me.' It is necessary to change students from "learning knowledge" to "learning knowledge", improve their learning ability and cultivate their ability to collect and process information. But in our countryside, parents' educational level is limited, so they can't tell students more. There are even fewer books at home and there is no library nearby. It is even more difficult for first-year students to search online.
From the lesson of "people dragging water to dig wells", I realized that besides making good use of the practical problems in textbooks, I also need to think about some countermeasures.
Reflections on the Chinese Teaching of "Draught Diggers" Part II "Draught Diggers" originally meant that we drank the water from the well every day and enjoyed the fruits of our labor, but we should not forget those who dug the well first. Later, it became popular to say that "people who dig wells after drinking water" did not specifically refer to drinking water. It has a metaphorical meaning, which means to enjoy the fruits of other people's labor and gain benefits, not forgetting its origin, not forgetting the people who created the results at the beginning, in a word, not forgetting the roots. The text tells us that students' affirmation is also its figurative meaning. But the times described in the article are far from our life today, and children don't like such articles. Children don't understand, because they can't imagine that time. If children could see that time with their own eyes, how would they feel about them? I tried to find some information. When teaching the text, I asked the children to show the hard times: tattered things, thin people ... I fixed the picture on the villagers who walked back and forth for a long time to fetch water and carry water. The picture is magical, and the children's eyes are fighting fiercely. At first, the smile disappeared and the expression on their faces changed. Taking advantage of the opportunity, I guided the children to read the text from the pictures and understand the content of the text. With intuitive feelings, let the children understand: Why do you want to "eat water and not forget to dig wells"? It is much easier, children are active in thinking and have something to say, and the difficulties in teaching are solved.
The third part of the Chinese teaching reflection of the man who digs a well after dragging water was fortunate enough to have a Chinese class and got pertinent suggestions from Zhang Zifu, director of the teaching and research section, school leaders and colleagues. Director Zhang pointed out that a Chinese class should be viewed from five aspects, namely, objectives, teaching methods, learning effects, taste and classroom culture. Below I will reflect on the lesson of "drinking water without forgetting to dig wells" from these five aspects.
I set three teaching goals: one is to recognize 13 new words and two new radicals, the other is to write two new words, and the third is to read the text initially and accumulate words composed of new words. The goal is relatively clear. However, it is not enough to set a clear goal, but also to locate the key and difficult points in the goal and evaluate the effect of students on the goal practice.
In the process of word recognition, free spelling, competition reading between boys and girls, and mutual learning and reading at the same table are adopted. There are various methods, but due to the lack of incentive evaluation, students are not interested and slightly boring. The layout of pinyin and Chinese characters should be orderly up and down, highlighting the main position of Chinese characters. Pinyin is only an auxiliary tool for word recognition, and courseware making should be refined. There is no actual teaching presupposition in the courseware. It is better to read the new words with pinyin first and then go to pinyin. Without pinyin, the teacher only verbally agreed not to read pinyin, and the teacher could not understand the authenticity of the students' identification. After reading the new words, presenting the words is intended to consolidate literacy by using familiar words to form new words, but it ignores the students' recognition level of words, and the slope is steep and the links are blunt. Each teaching link should be a progressive relationship, so that students' learning process is from easy to difficult, interesting and easy to remember, and students' acceptance should be considered.
In the process of teaching, it is necessary to allocate teaching resources reasonably, simplify the complexity and make the difficulty more suitable for students' age characteristics. For example, when learning a new radical, it is too formal, and there are many and difficult words to expand. The study of radical radicals is also superficial, which does not guide students to think deeply, so that students can have a new understanding and understanding of radical radicals in the sense. In terms of educational tact, students are not alert to the confusion between sick words and wide words. The communication of literacy methods should be better in the front. My own favorite "imagination" literacy method has a subtle influence on students. Students use their imagination to make up stories and memorize the word "face", which is vivid and interesting. Students collide with teachers' ideas to stimulate students' interest in literacy. However, it neglects to inspire students to remember and guide other new words. What teachers think is simple is not necessarily simple for students, and it is difficult for adults to understand. For example, students may not remember the words "eat" and "call", but the words "think" and "hometown" are easy for students to remember, which cannot replace children's understanding and deprive students of the opportunity to express and show. In the link, it may be better to exchange literacy methods first and then display words to consolidate literacy.
Finally, talk about reading aloud in this class. Reading aloud is an important goal of this class. Read the taste of thinking and accumulation in repeated reading. Expand language training in reading aloud. The main problem that seems to be grasped is actually of no substantive significance. Director Zhang pointed out that it is not important who is the well digger, but it is important for students to leave the imprint of the great story in reading aloud. Director Cheng also pointed out that reading the text correctly and smoothly. Reading in the first grade is still more interesting. With fun, children will have the enthusiasm for reading, and with enthusiasm, they will have an effect. Obviously, it is not enough to arouse students' interest, such as named reading, and the competition between boys and girls without competition and encouragement is not enough to ignite students' reading enthusiasm. At this time, we can take some measures, some game-style reading competition mechanism, to promote students' reading enthusiasm, and we will certainly be able to read smoothly and tastefully!
The process of Chinese teaching is a spiritual collision between teaching and learning. Innovation is good and necessary, but a solid Chinese class can not be separated from "following the rules" and "step by step". The presentation of this class, especially the comments made by Director Zhang and Teacher Cheng after the presentation, gave me great inspiration and pointed out the direction. In the future teaching, we should firmly consolidate the links, clear our thinking, make full preparations and be meticulous. In a clear and available framework, try our best to make teaching methods and learning methods polish dazzling photoelectricity, so that teachers can teach truly, flexibly and interestingly; Students study, study in a down-to-earth manner, and their intentions are still unfinished.
Reflections on the Chinese Teaching of "Draught Diggers" Part IV: Draught Diggers This text is about April 1933. Chairman Mao saw that villagers had difficulty drinking water and led soldiers and villagers to dig a well.
After liberation, the villagers set up a monument beside the well in memory of Chairman Mao. The text is short and easy to understand, with illustrations. However, the content of the article is rather boring, and students are very unfamiliar with the background of the times. As for Chairman Mao, most students have only heard of this name, and nothing else. Therefore, before class, I use the morning meeting to tell students a short story about Chairman Mao, so that they can understand Chairman Mao's good ideas and the ideological quality of serving the people, and feel the villagers' good behavior of drinking water and thinking about the source, thus enhancing their national self-esteem, self-confidence and pride, and knowing how to cherish today's happy life. When I teach this text, I make full use of multimedia to arouse students' interest and let students understand the content of the text and the emotions expressed through learning. Music is the most infectious. In the first class, I make full use of the influence of music and the existing curriculum resources to make students feel Chairman Mao's great achievements, stimulate their desire to explore and stimulate their interest in learning. At the beginning of the class, I asked the students to stimulate their active interest in inquiry learning by enjoying the song "Dongfanghong", which made the classroom atmosphere very active from the beginning and the students' mood was high. When I was a student in the second natural period, I realized that "there is no well in the village, so we should take a long draught." Let the students imagine what difficulties the villagers will encounter in the process of carrying water. Then, through the words of "leading" and "digging wells", let the society know how Chairman Mao thinks about what the masses think, is anxious about the urgency of the masses, and wholeheartedly helps the villagers overcome the difficulty of draught. Through reading training and hierarchical imagination, students will have a feeling about the text. Chairman Mao is an outstanding leader of People's Republic of China (PRC). He fought for the liberation of China people and the prosperity of the motherland all his life, and China people will always remember him.
In order to sublimate students' feelings and have a deeper understanding of the chairman, I designed such a link: let students talk about the truth of "drinking water from the source" with examples around them, and students have talked about it one after another, such as not forgetting farming when eating, not forgetting clothes when dressing, not forgetting parents' kindness, not forgetting students' feelings for teachers, and so on. , so that feelings can be sublimated and the effect of teaching and educating people can be achieved. The teaching effect of this course has achieved the expected effect.
Reflections on Chinese teaching of "Don't forget to dig people when dragging water" Chapter 5 "Don't forget to dig people when dragging water" is an article with a traditional revolutionary theme. It is far from students' life, and students don't know much about Chairman Mao. In teaching, I try my best to get children close to great men and experience the feeling that villagers in Shazhouba will never forget Chairman Mao's kindness for generations.
First of all, remember the pain and understand the background.
The man who dug a well after dragging water is an article with a traditional revolutionary theme, and it is difficult to arouse students' visual pleasure with abstract text symbols. At the beginning of class, I introduced it with nursery rhymes: Shazhouba, Shazhouba, no rain for three days, no handkerchief washing. Let the students imagine the distress without water and talk about it in connection with their own lives: "People in Shazhouba have no water." Students enter the real life scene with the distress of lack of water and rain.
Second, think sweet and enrich the process.
With the understanding of the text, I turned my classmates into little soldiers who dug wells with the chairman, and turned the classroom into another hot labor scene: "Little soldier, what tools do you have?" "Hey? Little soldier, why are your hands so dirty? " "Little soldier, look at you, sweating like a pig. Have a rest?" "Oh, little soldier, you have blisters on your shoulders. Stop it? " Students talk to the teacher and act out their actions. I also played a folk song: red well water, sweet, holding clear springs and caring for people. In sharp contrast to the first folk song just now, it shows in many ways that the villagers have never forgotten Chairman Mao's kindness.
Third, gratitude, imagination and practice
Finally, the text sublimated in the inscription "Never forget the digger when drinking water, and always remember Chairman Mao". This seemingly straightforward sentence has a profound meaning because of the monument. In personalized reading, due to the limitation of cognitive experience, students' understanding and experience are often not in one step. So I asked the students, what will people in Shazhouba do with this well? In order to provide students with images of village women, peasant women and pedestrians, and introduce students' existing life experience into reading, I feel the convenience brought by this well to people's lives from multi-angle and multi-level exchanges, which is in sharp contrast with the drinking water difficulty of Shazhouba. I am sincerely grateful. "People who don't forget to dig wells after drinking water" has really become a realistic language for students.
Chinese teaching is a dynamic process, a process of feeling, experiencing and living. Chinese teaching is to restore Chinese to the specific Chinese life situation, activate students' original sense of language and pragmatics, and develop and form Chinese literacy in perceptual practice. The extension of this text is not enough, so we should pay attention to this aspect in future teaching.
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