Reflections on the Teaching of "Dragging Water and Digging Wells"

Reflections on the Teaching of "Dragging Water and Digging Wells"

"People who Dig Wells when Draught Never Forget" tells the story of Chairman Mao, the great leader of China people, who helped villagers dig wells when he led the Jiangxi revolution and solved the problem of draught difficulty. After liberation, the villagers erected a monument by the well to express their gratitude and reverence for Chairman Mao. The following is a model essay on teaching reflection of "Drinking Water without Forgetting Diggers", I hope you like it!

Reflections on the Teaching of "People who Draw Water and Dig Wells" (I)

Teachers from other schools have come to our school these two days. I said "Don't forget to dig a well when drinking water". This is a text with profound educational significance. The text says that Chairman Mao led soldiers and villagers to dig wells for water. In memory of Chairman Mao, the villagers set up a stone tablet beside the well, which read: The digger will never forget, and I will always miss Chairman Mao. ? Such a story.

Because the content of the text is far from the actual life of students, before class, I arranged for students to collect pictures and short stories about Chairman Mao, exchange feedback in class, deepen their understanding of Chairman Mao, narrow the distance between students and the text, and stimulate their interest in learning.

The teaching focus of this course is reading aloud, literacy and writing, so I always focus on reading aloud in teaching, so that students can read with questions, read smoothly, grasp key words to imagine reading, let students read fully, meditate and taste, feel the true feelings between the lines, and let them understand Chairman Mao's good thought and quality of serving the people and the villagers' behavior of wanting to drink water. Finally, link the text with life and guide students to experience the happiness of life now. Talk about it? Who should we not forget while enjoying the convenience of others? , such as:? Don't forget the weaver when you get dressed? 、? Don't forget the farmer when you eat? 、? Does the house not forget the builder? Wait, let children feel the deep love of others from their own life experiences, learn to be grateful, and know how to cherish today's happy life.

Reflections on the Teaching of "People who Draw Water and Dig Wells" (Part Two)

The man who digs a well after dragging water is an article with a traditional revolutionary theme. It is far from students' life, and students don't know much about who Chairman Mao is. In teaching, I try to make my children close to great men and experience the gratitude of villagers in Shazhouba to Chairman Mao from generation to generation.

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 their own lives. People in Shazhouba have no water. . . . . . ? Students walk into the real life scene of the text with the anguish of lack of water and rain.

Second, think sweet and enrich the process.

With the understanding of the text, I turned the students into soldiers who dug wells with the chairman and turned the classroom into another hot labor scene. Little soldier, what tools do you have? Huh? Little soldier, why are your hands so dirty? Little soldier, look at you, sweating. Why don't you have a rest? Oh, little soldier, you have blisters on your shoulders. Stop it. The students are talking to the teacher and performing. 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

Is there an inscription at the end of the text? Don't forget the well digger, and always remember Chairman Mao? Sublimation. 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 the images of village women, peasant women and pedestrians, and introduce students' existing life experience into reading, we can exchange and feel the convenience that this well brings to people's lives from many angles and levels, which is in sharp contrast with the difficulty of drinking water in Shazhouba. I thank Chairman Mao from the heart. ? Don't forget the well digger when drafting? Really become a student? A realistic language from the heart.

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.

Reflections on the Teaching of "People who Draw Water and Dig Wells" (Ⅲ)

First, because the content of the text is far from the actual life of students, teachers should try their best to narrow the distance between students and the text.

1, you can make use of the existing music resources related to the text, let students feel Chairman Mao's great achievements and stimulate their interest in learning.

2. Ask students to collect pictures and short stories about Chairman Mao before class, and make statements in class to deepen their understanding of Chairman Mao.

3, fully mobilize the enthusiasm of students, guide students to read more, and feel in reading.

In addition, students can combine their own life experience to deepen their understanding of the text.

Second, when students know new words with their babies for the first time, they should be strongly stimulated. They can use sounds, images, actions and scenes to strengthen the connection between new words and things, so that new words will leave a deep first impression in students' minds. For example, what is to be taught in this course? Hmm? Chinese characters can show pictures of ancient wells, and at the same time put the index finger and middle finger of the right hand together. Are these both? Hmm? The shape of the word, is it true? Wellhead? The shape of. In such an intuitive, vivid and interesting teaching, students naturally learned Chinese characters.

Third, create rich literacy situations, so that students can consolidate new words in repeated appearances. One of the characteristics of children's memorizing Chinese characters is that they can remember and forget, so it is particularly important to consolidate literacy. Moreover, the consolidation method cannot simply and mechanically repeat knowledge. We should create a rich literacy environment so that students can learn new words in different environments. Once born, twice deja vu, three times and four times become good friends. ?

Reflections on the Teaching of "People who Draw Water and Dig Wells" (Ⅳ)

Reflections on the teaching of "Drinking Water without Forgetting the Digger": "Drinking Water without Forgetting the Digger" is the first article in Literacy 6, 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 are my thoughts on the teaching of "Don't forget the digger when drinking water":

In the teaching process of "People Digging Wells after Dragging Water", I let students read it by themselves, and then talk about what they 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. ? We need to get the students. Learn knowledge? Become? Can you learn knowledge? It is necessary to improve students' 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 Teaching of "Dragging Water and Digging Wells" (5)

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 man who digs a well after dragging water is an article with a traditional revolutionary theme. It is far from students' life, and students don't know much about who Chairman Mao is. In teaching, I try to make my children close to great men and experience the gratitude of villagers in Shazhouba to Chairman Mao from generation to generation. In addition, considering that many parents have reflected to me the willful and overbearing performance of their children at home, this text will be a good material for thanksgiving education.

(A) reading-oriented, grasp the theme of Chinese classroom activities

We think? Reading? It is the fundamental way of Chinese learning and should be the theme activity of Chinese classroom. In the teaching of this class, we always firmly grasp the concessions? Do students read in a variety of ways? This main line organizes teaching, gives students time and space to read, and stimulates students' reading desire and interest in certain ways. For example, after revealing the topic, let students fully read the topic, from correct reading to reading a certain sense of language; Let the students choose their favorite reading method when they first come into contact with the text? Reading? Grasp the main idea of the text as a whole; After reading many times, let the students choose a paragraph that they read best, and have a competition between two people to read their own understanding; After learning the text, add some reading materials. These multi-angle and multi-form readings? It enables students to have a deeper and wider dialogue with the text and promotes the formation and development of students' Chinese literacy.

(2) Pay attention to emotion and interest, and pay attention to interesting experience in the teaching process.

The initiative, emotion and interest of students' learning are the remarkable characteristics of this course. After 40 minutes of classroom teaching, students are always in an active and interested learning state. This has a lot to do with teachers' concern about students' interest experience in classroom learning. For example, when reading a topic aloud, students put? Don't forget. After reading the stress, the teacher exaggeratedly praised: you can't forget it for twenty years! Give students a strong experience of success. When reading the text for the first time, on purpose? Huh? Student: If the teacher doesn't teach you, are you confident to read it correctly and fluently? When guiding competitive reading, the teacher's? Cheating? And so on, these teaching strategies full of war colors greatly enrich students' interest experience and make students' learning easier and more active.

(C) Attach importance to humanity and the universal significance of humanistic connotation.

The treatment of humanistic connotation has always been the biggest difficulty in the teaching design of this kind of text. A prominent problem is that in the past, we focused on the so-called? Revolutionary heroism education? , resulting in narrow humanistic thinking, affecting students' appreciation and understanding of such articles. Regarding the infiltration of humanistic connotation, we can think from two selves: First, what kind of humanistic spirit has been infiltrated? The second is how to infiltrate the humanistic spirit. Have you removed the design of this lesson? Too much respect for leadership? Highlight color? Ordinary people? Emotional experience and feelings emphasize mutual understanding and care between the parties. Let the students talk? Who will go to see the monument after it is erected? What will you say after reading it? The students not only realized the dedication of Chairman Mao and the Eighth Route Army, but also saw the simplicity and sincerity of ordinary farmers. On the issue of how to infiltrate the humanistic spirit, we respect the text, transcend the text, and let students contact life and talk. Who should we not forget while enjoying the convenience of others? Children feel the deep love of others from their own life experiences and inspire deep gratitude.

(D) Three-dimensional reading, to supplement the historical background of character events.

There is a big gap between the stories told in the revolutionary texts and the children's life experiences today. Students' reading behavior is actually a single horizontal and vertical reading, which gives students less reading information. Therefore, it is necessary to provide students with all kinds of sufficient background materials, realize students' vertical multi-dimensional reading and improve the quality of reading revolutionary texts. There are four supplementary reading materials in this lesson, including: a brief introduction to the geographical environment of Shazhouba; The history of Chairman Mao's former residence in Ruijin; The story of the Eighth Route Army in Ruijin; The people of Shazhouba defended it five times? Hmm? . These short words extend students' understanding and judgment of text reading. For example, have students learned from it? Why do people in Shazhouba dig wells to draw water? , achieved? The well was destroyed by reactionaries five times, and the people in the village bravely repaired it, and the people in the village were also great.

(5) Literacy step by step, the overall concept of implementing the curriculum objectives.

Decentralized literacy with essays is an important guiding ideology of literacy teaching in the next part of Curriculum Standards. Are you working hard? Do you know? And then what? Write? What measures has our school taken on this issue? Decentralized literacy and centralized writing? Principle, that is, the words that the textbook requires students to know, we remember by stages by presenting them many times; For words that require students to write correctly, we usually arrange relatively concentrated time for students to write. As far as this lesson is concerned, the author mainly completes the task of literacy in three stages. In the first stage, students preview before class and memorize a certain amount of new words according to their respective knowledge level and literacy ability. For example, many students remember what they missed through preview? Reading? , soldiers? Scholar? Well water? Hmm? Wait a minute. In the second stage of classroom teaching, teachers arrange a certain amount of literacy teaching in a decentralized and timely manner in combination with the corresponding teaching content. For example, in class, guide students to read the topic many times, aiming at understanding new words? Forgot to dig? And then what? Hmm? ; In the key reading instruction, the teacher deliberately chooses the second paragraph with relatively concentrated new words; Before the end of the teaching, let the students read aloud the inscriptions in the text many times in order to repeat them. Reading? To remember enough Chinese characters. In the third stage, in after-class review and small class, read extracurricular sentences containing new words and review and consolidate the memory of new words; The six Chinese characters required to be written in this paper are arranged in a small class.

In my opinion, there is no fixed pattern of background material intervention, which can be flexibly used in all aspects of teaching, but the principle of intervention must be to promote students' effective learning. Students understand the background of the text, enrich the text information, and move towards diversified, three-dimensional and valuable learning in thinking.

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