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Reflections on Bian Que’s teaching on treating diseases

As a people’s teacher, one of our tasks is classroom teaching. When writing teaching reflections, we can reflect on our own teaching mistakes. How should we write teaching reflections? Below are the reflections on Bian Que’s treatment teaching (selected 8 articles) that I collected for you. I hope it can help you. Reflection on the Teaching of Bian Que's Treatment 1

The fable "Bian Que's Treatment" is easy to understand. Students can basically understand the truth through self-reading. Therefore, when teaching, I let the students Read and understand the text yourself.

When teaching, I implement it in three steps.

First, the question was asked before class: "Is Bian Que a famous doctor?" This gave students the initiative in learning and allowed them to read the text and find their own answers. The students understood this question very well.

The second one is based on Bian Que’s three attempts to persuade Cai Huangong to treat his illness. By studying the dialogue between Bian Que and Cai Huangong, we can figure out the different psychology of the two characters and deepen our understanding of the characters. I asked the students to first find and read the words and sentences describing the expressions, demeanor, and movements of Cai Huangong and Bian Que, and then let them imagine the psychological activities of Cai Huangong and Bian Que through these descriptions. By trying to figure out the different psychology of different characters, we can develop students' imagination and deepen their understanding of the characters, so that students can have a deeper understanding of Bian Que's superb medical skills and noble medical ethics; and understand Cai Huan Gong's stubbornness and unwillingness to listen to correct opinions. To achieve understanding.

This can not only train students’ oral expression skills, but also allow students to get close to the article and understand the psychology of the characters in the expression. At the same time, they can also feel Bian Que’s superb medical skills and noble medical ethics. Be stubborn and pave the way for understanding.

However, during the reading training, I still lacked a little grasp of the tone of the characters in the text. The basic form of reading aloud can reach the setting stage of the lesson plan, but when students answer and guide reading, it is still a bit far-fetched and does not seem so natural.

The third is to experience the meaning in connection with life. Understanding the moral is the soul of learning fables. Being able to understand the moral clearly and smoothly without any trace and have a deep understanding is the goal of perfect teaching. The moral of this lesson is revealed. I first analyze the reasons why Cai Huan Gong's illness developed from small to large to penetrate the meaning of "preventing the slightest and preventing the gradual".

The teaching ideas throughout the class were clear, but I spent most of my time on the conversation between Bian Que and Duke Huan of Cai, so I ended the class hastily. In this teaching activity, I would like to thank Secretary Pan for his careful listening and detailed comments. From this class, I learned how to guide students into the text and learned to use dialogue description in exercises. Reflection on the Teaching of Bian Que's Treatment of Diseases 2

"Bian Que's Treatment of Diseases" is the first text in the eighth unit of the second volume of the fourth grade primary school edition published by the People's Education Press. The special topic of this unit is "Story Gallery", which arranges classic stories from ancient and modern times, both at home and abroad. "Bian Que's Treatment" is based on the legendary story of Bian Que, a famous doctor during the Warring States Period. The tragic ending of Duke Huan of Cai not listening to Bian Que's advice, delaying a minor illness into a serious one, and finally having no cure, warns people to be on the lookout for minor changes and to be good at listening to others. Correct opinions, otherwise the consequences will be disastrous.

When teaching, I let the summary of the story guide the students to initially perceive the fable. When understanding the text, it is mainly for students to grasp key phrases and character dialogues to understand the character's personality and understand the truth in the story. For example, the time that appears in the story is "more than ten days have passed", "more than ten days later" and "more than ten days have passed". Let the students think about it: "Why do we have to emphasize time repeatedly?" The students answered: "Yes." "When I said that Cai Huan Gong's illness would become more serious every ten days, I gave him timely guidance. This was to highlight the development of the disease, the process from a minor illness to a serious illness, and to highlight the result of Cai Huan Gong's disobedience to Bian Que." . After students understand the meaning of the sentences, guide them to read aloud repeatedly, so that students can read with emotion and words.

But unfortunately, the teaching of this course does not have enough understanding of the character's psychology. It only stays on the surface and does not combine the background and the character's identity at the time to guide it. We must pay attention to this in future teaching. Reflection on Bian Que’s Medical Treatment Teaching 3

In terms of lesson preparation, the preparation before class is relatively sufficient.

I really like this class because it is simple and suitable for home use. Just imagine a good demonstration class, isn’t it just to be promoted to every front-line teacher? Teacher Wang did it.

There is one thing about Teacher Wang Hong that attracts me very much during the teaching process. That’s why Teacher Wang’s comments are particularly rich. Mainly reflected in not repeating students' answers and being able to make their own evaluations based on students' answers. It shocked me to hear it, because this is what I lack the most. For example, when the student emotionally read the sentence in which Bian Que advised Cai Huangong to treat his illness, she said comments such as "Bian Que really sees it in his eyes and is anxious in his heart" and "you are really worried." If such an evaluation can be preset, then Teacher Wang's evaluation of another student is really very clever. Teacher Wang asked the students to tell what happened in this text. One student answered like this: "Cai Huan Gong was ill, and Bian Que treated Cai Huan Gong, but Cai Huan Gong didn't listen. In the end, Bian Que left the State of Zhao." "When I heard the student's answer, I felt that the student had answered very well, but Teacher Wang commented like this: You explained the causes and results very well, but the process could be explained in more detail. ?

After listening to the teacher’s evaluation, the students supplemented the process of Bian Que’s repeated admonitions. This kind of teaching made the content more consistent with the fable, and also made the students understand that summarizing the content should pay more attention to the process. This is the time to cultivate children's general abilities, instead of worrying about wasting time and stifling students' learning time because it is an open class. I have to admire it. If we can use our own language and wisdom like Teacher Wang to improve students who have incomplete answers, then I think it will be difficult for students not to improve in the slow teaching process. This requires teachers to have children in mind before they can do it. Yes, I admire you.

This may be the characteristic of Teacher Wang! That kind of moisturizing is silent, just like the spring rain moistening the grass, making the children grow stronger. Reflection on the Teaching of Bian Que's Treatment of Diseases 6

"Bian Que's Treatment of Diseases" is based on the legendary story of Bian Que, a famous doctor during the Spring and Autumn Period and the Warring States Period. It is written that Bian Que visited Duke Huan of Cai, pointed out the illness of Duke Huan of Cai several times, and advised him to seek treatment as soon as possible. Duke Huan of Cai firmly believed that he was not sick. The illness developed from "a slight illness on the skin" to "between the skin and flesh", then to "in the intestines and stomach", and finally "deep into the bone marrow", and he died of pain all over his body. But Bian Que's attitude went from disbelief, to ignoring, to finally being unhappy, which delayed his illness and turned a minor illness into a serious illness. He was so ill that there was no cure. Such a tragic ending of Duke Huan of Cai reminds people not to hide their illnesses and avoid medical treatment, and to be good at listening to the correct opinions of others, otherwise the consequences will be disastrous.

I have a lot of experience in teaching this course:

1. Cultivate students’ interest in exploring the text in depth through questioning.

The students read this story with gusto, which was very influential in the history of ancient Chinese literature. I think the plot of this text is very simple, so there is no need to waste too much time on the details. You can go straight to the profound truth revealed in the story. So, I asked the students to tell me what their biggest doubts were in reading.

One stone stirred up a thousand waves, and the students raised their hands one after another. Some students asked why Duke Huan Cai didn't believe Bian Que several times. Some students asked why Bian Que ran away when he saw Duke Huan of Cai for the fourth time. Some students said how could Bian Que predict Cai Huangong's illness so accurately?

Each of the students’ questions aroused more students’ awareness of inquiry, so in the second round of silent reading, the students all read deeply. Some students even circled the things they didn't understand and looked up and down in the textbook to find the answer. The ensuing exchanges also became lively.

2. Enrich the language of the text through imagination.

Most of the fables are concise and concise, but one of the important goals of studying this group of texts is to retell the texts. To tell a story vividly and concretely, reading the character's language well is the key, and reading the character's language well requires understanding the character's heart by connecting key phrases.

When teaching, I asked students to imagine Bian Que's thoughts every time he persuaded Duke Huan of Cai, guess his thoughts through Duke Huan of Cai's attitude, understand Bian Que's anxious and patient mood and Duke Huan of Cai's arrogant and stubborn attitude, and experience Bian Que's thoughts. of noble medical ethics. Through the comparison of tone and language when reading aloud (what will happen if the consequences of each disease development are informed in advance?), it is found that Bian Que's words are implicit, cautious, and alert to protect his own safety, and the reading of the characters' language appears lively and vivid. Together, the students' individual insights shine through, and the classroom atmosphere is greatly activated. This avoids the passive memory of reading aloud for retelling. Reading the language of characters is a major focus of teaching in this class. Reading aloud completes the memory through various means. , thinking and other various trainings.

3. Clarify ideas and build bridges for retelling

The content of this fable is easy to understand and the language is concise and clear. Therefore, the teaching focus of this lesson is to grasp the main content of the text as a whole. , connect the context, combine key words and sentences, understand the psychology of the characters, encourage students to express their own opinions, pave the way for understanding the meaning, and then retell the text according to the unit introduction requirements. It is my pursuit to teach this course so that the guidance on how to retell the text can be seamless, solid and effective without making classroom learning boring and rigid. Therefore, when teaching, I use retelling the text as the main line of teaching, integrating summarizing the main content, reading with emotion, and understanding the meaning. Reflection on the Teaching of Bian Que’s Treatment of Diseases 7

When it comes to preparing lessons, the first thing we think of is how to study the teaching materials. However, during the teaching of the lesson "Bian Que's Treatment of Diseases", what I feel more is that lesson preparation is not only Teaching materials, and more importantly, preparing students, understanding students’ original cognitive foundations and students’ blind spots, make classroom teaching truly “student-centered”.

After getting the first draft of "Bian Que's Treatment of Diseases", the introduction and first reading of the text are basically the same. The study is designed as follows when entering the text:

1. Students, who did Bian Que treat in the text, and what was the result?

2. Students, we just learned from the story that Bian Que is a miracle doctor who can save people from death. Why can't the miracle doctor cure the disease this time? Is the name in vain? Ask students to find sentences describing Bian Que in the text, understand them carefully, and write them down. What information did you get from these sentences? (I know that Bian Que has excellent medical skills and has the wisdom of foresight.)

It seems that he is more satisfied and the sections are clearer, so he did not try teaching at the beginning. Wait until the trial teaching. The first question is asked: Students, who did Bian Que treat in the text, and what was the result? Many students raised their hands: Bian Que treated Duke Huan of Cai, but Duke Huan of Cai refused to let him treat the disease, and Duke Huan of Cai died in the end. The students all know that it was Duke Huan of Cai who refused to allow Bian Que to treat his illness. How can we find out the reason next? Aren’t these links in name only?

So, that evening, Teacher Huo and I revised the teaching plan together. When I typed "Classmates, who did Bian Que treat in the text, and what was the result?" my mind immediately jumped to the students' answers during the day's trial teaching, and I naturally typed "How did you see that Cai Huangong did not let Bian Que treat him?" Where is the disease?" The student's answers seemed to ring in my ears... "Bian Que is so famous, why didn't Cai Huangong let him cure it?" The idea became smoother and smoother...

The next day , I took the revised draft to try teaching, and I felt that the class was very harmonious. In fact, I haven’t changed the content, but I have changed the entry point of the questions.

This class once again made me feel: preparing lessons really requires preparing students. With students as the main body, students become the masters of the classroom, while teachers become the discoverers, developers, appreciators, organizers and guides of the classroom. Throughout the entire teaching sequence, the teacher did not interfere with students' learning behavior from beginning to end, which fully demonstrated that students are the main focus, allowing students to communicate, discuss, argue, and question in the classroom...

The teacher is only regulating students' learning behavior. , and provided appropriate guidance in maintaining classroom order.

Students spoke freely in class, expressing their insights and arguments about the text: Is Bian Que's approach right or wrong? What should he do? The students expressed their opinions from different angles, and some even compared Bian Que with current doctors. It can be seen that the students have thought and explored, which truly reflects the fact that students are the main body and make the classroom a learning experience for them. training ground. Appropriately expand teaching content, respect students' unique experiences, and encourage students to think in multiple directions and express in multiple ways. Reflection on Bian Que’s Teaching of Treating Diseases 8

Our grade’s “Teaching a Class Together” activity has ended. Pan Wenbin, the youngest male teacher in this grade, assumed the task of teaching this class. After listening to this class, I talked about Let me talk about some of my own opinions: The most prominent feature of the teaching of "Bian Que's Treatment of Diseases" is the emphasis on the teaching method of "reading", and understanding and understanding through various forms of reading.

1. Logical clues in reading and overall perception

The "Chinese Curriculum Standards" clearly stated in the reading objectives for this year: to be able to initially grasp the main content of the article. For third-grade children, we should pay more attention to the training of this ability so that they can develop such abilities during training. We often say that when studying a text, it is best to start from the whole, clarify the organization of the article, grasp the main content of the entire article, and then read and taste it intensively on this basis, which is more conducive for students to understand the text and learn how to read. , forming reading ability.

"Bian Que's Treatment of Diseases" is the first text in the fourth unit of Volume 6 of the Western Normal Edition. It is a fable that introduces the whole process of Bian Que advising Duke Huan of Cai to treat his illness, and educates students that they should be treated promptly if they are sick. In the first lesson, Teacher Pan used students' self-reading, group reading, etc. to solve the words and read through the text, and then led the students to gradually enter the text, and through silent reading, think about what is written in each natural paragraph of the text? Tablemate talk - name the meaning of each natural paragraph in the text, and finally connect them to talk about the main content of the text. In this way, students read in various ways, think while reading, and talk after reading, clarifying the organization of the text, and gaining an overall impression of the text, which lays the foundation for subsequent learning.

2. Read carefully and understand the truth

Chinese reading teaching should focus on the accumulation, perception and application of language. Chinese teachers should rely on teaching materials in the teaching process to grasp the key points in the text. The text content should be understood in depth, and language training should be truly implemented in teaching to cultivate students' Chinese ability.

"Bian Que Cure" is a fable. The difficulty is to understand the meaning, which is difficult for third-grade children. Teacher Pan captured a passage said by Bian Que in teaching: In the fifth natural paragraph, students are asked to read by themselves - read by name - read together - quote, and during the reading, students are asked to find sentences, focus on key sentences, and guide students from "Can be cured - can be cured - can still be cured - can only wait to die" to appreciate Bian Que's superb medical skills, and then use this as a clue to return to Bian Que's performance when he met Cai Huangong several times, and find relevant passages , outline the sentences about Cai Huan Gong's words and deeds, and then read it by yourself--named reading--joint reading--performed reading, etc. to realize that Cai Huan Gong is stubborn and does not listen to others' advice, which leads to the idiom "to avoid medical treatment". Through communication, students realized that "a minor illness if not treated in time will become a serious illness" and then understood that if they make minor mistakes in their study and life, they should listen to other people's opinions with an open mind and correct them in time, otherwise it will become a big mistake and it will be too late. reason.

Using various forms of reading to allow students to understand and comprehend during reading is very prominent in Teacher Pan’s teaching. Reading allows students to effectively understand the text and understand the principles; reading allows students to know how to read articles and develop their abilities. Reading is an effective way to never lose sight of yourself in teaching!