Reflections on the Teaching of Chinese "Climbing to the Top of Heaven"

As an excellent people's teacher, we should have strong classroom teaching ability, and we can improve our teaching ability quickly with the help of teaching reflection. So what problems should we pay attention to when writing teaching reflection? The following is my reflection on the teaching of climbing Tiandufeng, collected for you (generally 5 articles), hoping to help you.

Reflections on the Teaching of Chinese Climbing Tiandufeng 1 PEP Primary School Chinese Book V Climbing Tiandufeng, there are three characters in the story, one is "me", the other is "grandfather" and the other is "father". In the dialogue, "Grandpa" called "I" as "Little Sister" twice. In my opinion, this title is really inappropriate. Now I put forward my own views and discuss with you.

According to the custom of China people, there are generally three explanations for the name "little sister": first, the woman who is younger than herself and ranks last is called "little sister" by her contemporaries; Second, contemporaries say that women who are younger than themselves and have a big age gap are "little sisters"; The third is to call girls (girls) who have never met or have met but have no generational relationship "little sisters". However, it needs to be explained here. The third explanation, there are two situations, can not be called like this: First, the age gap between the caller and the callee is too large. If the caller is an old man over 60 or 70 years old and the called girl is about 10 years old or younger, it is not suitable to be called "Little Sister". Unless the caller wants something from the called party or has special respect for the called party, it is called "Little Sister" (I wonder if this is biased). Second, although the caller and the caller don't know each other, if the caller has very close elders, especially parents or grandparents, and these elders are younger than the caller, then the caller can't be called "Little Sister". These two situations can also be said to be human nature and common sense that everyone can understand. Comparing the above three explanations, no matter from which angle, the "grandfather" in the text can't call "I" as "little sister".

First of all, although "Grandpa" and "I" in the text don't know each other and have no generational relationship, the age gap between them is too big. The caller is a "white-haired grandfather, older than my grandfather!" " Although the age of the called person is not directly written in the text, it can be seen from the text that the age will not be very big, or about ten years old, or even younger.

Secondly, the relationship between "grandpa" and "me" is just a tourist relationship climbing the same mountain. Grandpa has no requirements or special respect for me.

Secondly, when my grandfather called me "little sister" twice, my "father" always accompanied me. In particular, the eighth paragraph of the text reads: "In front of the crucian carp, my father took a photo of my grandfather and me as a souvenir. Grandpa pulled my braid and smiled and said,' Thank you, little sister. I couldn't make up my mind if your courage didn't inspire me! "Now it's climbing." "Imagine what I should call Grandpa if he talks to my father again on this occasion.

In addition, the conversation between two people and their address are generally complementary. "I" call each other "Grandpa". On the other hand, isn't it embarrassing for "Grandpa" to call each other "Little Sister"?

On this issue, some people may explain it this way: "All men are brothers because they are climbers". "Grandpa" was excited and kind when he met a young traveling companion like "I" on his hiking trip. In my heart, I became a friend who forgot the past year and regarded "I" as my little sister. The author believes that even so, the "grandpa" here should not go beyond the customs and common sense and call "I" a "little sister". Because after all, the age gap between the two is too big, not to mention the presence of "my" and "dad" in the middle. Wouldn't it be very kind to change the name of "little sister" to "little friend" or "little girl"

Climbing Tiandufeng, the second part of Climbing Tiandufeng, is a text in the fifth volume of Primary School Chinese published by People's Education Press. The article describes that during the summer vacation, "I" and my father climbed Tiandu Peak, an unknown old man in Lu Yu. "We" encouraged each other, overcame the difficulties of high mountains and steep roads, and finally climbed Tiandu Peak together. The text reveals to people that in the face of difficulties, we should have the courage and confidence to overcome them; In the process of getting along with others, we should be good at learning from each other, encouraging each other and making continuous progress. Combined with the training focus of this unit: understanding words in context, cultivating students to love nature and protect the natural environment.

First, create a scene to stimulate interest in the introduction.

Tiandufeng is located in Huangshan Scenic Area, Anhui Province, China. It is the most majestic mountain peak. When teaching this text, it is my primary problem to let students have an intuitive impression and real feelings about Tiandufeng. According to the text and the age characteristics of students, good lead-in is an effective way to stimulate students' learning enthusiasm, curiosity and inquiry psychology. Therefore, I use text illustrations to appreciate the wonderful scenery here and feel the wonder of nature. Get the first impression from the senses, stimulate great interest in learning, and pave the way for the next language learning.

After stimulating interest, students should have an overall perception of the text and grasp it as a whole. It is very important to read the text for the first time. After reading, let the students talk about their initial reading, what they wrote in the text, what they read and what problems they have. After that, the teacher sorted out these questions and determined the learning focus of this class. That is to read my father's last words: "You are so interesting, old and young, and you will all draw strength from others!" " "

Second, the overall perception, reading experience

In this part of teaching, reading is the main part, and reading is used instead of speaking. No matter how well the teacher speaks, no student can devote himself to reading well while experiencing it. Various forms of reading, such as individual reading, group reading, small partner cooperation reading, simultaneous reading, etc. Read first to feel the majesty of Huangshan Mountain and the preciseness of Tiandu Peak. Through reading, students can realize that the difficult problem faced by the young author is that the Tiandu Peak he is about to climb is so high and steep that he needs some courage and information to climb it.

Therefore, Chinese class is to learn to read and enjoy reading! Comprehend in reading and cultivate a good sense of language in reading.

Third, cooperation and exchanges to break through the important (difficult) points.

Chinese is a practical subject, and Chinese teaching should play an important role in cultivating a new generation of people needed by modern society. The ability to use modern technology to collect and process information is also our responsibility in Chinese class. Therefore, it is necessary to operate, find information and discuss with friends. I'll let the students discuss in groups first, and the group leader should play the role of summarizing everyone's views and opinions, and assign who will speak. At this time, students' dominant position can be fully reflected. As a teacher, I just provided such an opportunity and opened a window.

Reflections on the teaching of the third part of Chinese "Ascending to Heaven" are related in many ways, which adds vitality to vocabulary teaching.

When teaching the article "Climbing Tiandufeng" and introducing the text, I asked the students if they had climbed the mountain. I immediately cut to the chase: one day a child climbed Tiandu Peak in Huangshan Mountain. What mountain is this? Then put on a video about Tiandu Peak in Huangshan Mountain. This video shows the height and steepness of Tiandu Peak in detail from many angles. Some students kept exclaiming while watching, while others stared with exaggerated expressions.

When the students' emotions were mobilized, I ended the video broadcast and asked them to talk about their feelings while the iron was hot. The student said, "Tiandu Peak is really high!" I was inspired: Do you know any idioms to describe high school students in the mountains? They are listed as: soaring into the sky, flying in the clouds, I add: unattainable. The student added, "Tiandu Peak is really steep!" . I wrote "steep" on the blackboard again. Please read and remember it.

Then, arrange students to read the first paragraph and see how Tiandufeng is described in the author's eyes. After a quick scan, the students refined the word "steep pen". I did word radiation exercises with this word as the center. Show a road map and let the students fill in the blanks: pen (). Discuss why it is reasonable to fill in "straight". On this basis, let the students talk about the words with "pen X" in their lives with examples. Students say "straight", and some people use this word to say sentences. Later, we all summed up a rule: the word "pen" in these three words contains many meanings, but it is much more fresh and interesting than words like "hen X". Students are interested in thinking, understanding and using in their study.

Reflection: Writing is the basic unit of an article. Teachers should deeply understand that "word teaching is not an ornament of Chinese teaching, but should run through the whole process of Chinese teaching." An important duty of Chinese teachers is to lead students to "sink into the perceptual world of words", to "risk their lives to use Chinese" with students, and to enter the "four-dimensional space" of words in various ways-to touch the temperature of words, ignite the brightness of words, explore the depth of words, improve the effectiveness of words, and make words become vivid elements of students' expression. We might as well add some "condiments" to our ordinary vocabulary teaching, use various means to mobilize various senses, let some "words string together", let vocabulary teaching be linked in multiple links, and let every word exude the breath of life and glow with vigorous vitality. In this way, students are not only willing to learn, but also can remember the words they have learned and use them flexibly.

Reflections on the teaching of Chinese "Climbing to the Peak of Heaven" Part IV This is an intensive reading text. This paper describes the story that "I" and my father climbed Tiandufeng, an unknown old man in Lu Yu, during the summer vacation. "We" encouraged each other, overcame the difficulties of high mountains and steep roads, and finally climbed Tiandu Peak together.

The text reveals that in the face of difficulties, we should have the courage and confidence to overcome them; In the process of getting along with others, we should be good at learning from each other, encouraging each other and making continuous progress. In this paper, the understanding of the word "finally" is prompted in the form of spitting bubbles, so that students can understand the meaning of "finally" in connection with the above, and understand how "I" and grandpa overcame various difficulties and climbed the Tiandu Peak. Many children's language in this article is rich in connotation, chewed carefully and memorable. A large number of dialogues are used in the text, which reflects the changes of the characters' thoughts and feelings. From these conversations, we can see the psychological change process of "I" from initial hesitation and self-confidence to inspirational and firm confidence, and then to overcoming difficulties and climbing Tiandu Peak.

The purpose of writing this text is to make students realize from their understanding of the content of the text that they should have the courage and confidence to overcome difficulties in the face of difficulties and be good at drawing strength from others; The second is to continue to learn how to understand words in context and realize the role of some sentences in expression and expression. The teaching focus of this paper is to understand the process of "I" climbing Tiandu Peak. The difficulty is to read my father's words in the last paragraph of the text: "You are so interesting, old and young, and you will all draw strength from others!" " "

This text is very difficult, so we should pay attention to the flexibility of teaching methods in teaching. Students can perceive Tiandu Peak through the whole picture and guide their interest in the story. At the beginning of this lesson, we should help students to clarify the level of this article, so that students can have an overall grasp of the general content of the article on the basis of preview. Secondly, read aloud by roles and perform in groups, so that students can experience the changes of characters' thoughts and feelings and chew the wonderful language in the text. At the same time, it is necessary to guide students to connect with real life and cultivate a character that is not afraid of difficulties and resolutely overcomes them from an early age.

Reflections on China's Teaching of Climbing Tiandufeng Chapter 5 Climbing Tiandufeng is a reading text. This lesson describes the story of "I" and my father climbing Tiandu Peak in the summer vacation in "Lu Yu You Yue". "We" encouraged each other, overcame the difficulties of high mountains and steep roads, and finally climbed Tiandu Peak together. When I teach this course, I start from the following two aspects:

First, grasp the key words and break through the teaching difficulties.

The focus of this lesson is the process of "I" climbing Tiandu Peak. The difficulty is to read what my father said in the last paragraph: "You are so interesting, old and young, and you will all draw strength from others!"

In the teaching process, I grasped two characteristics of Tiandu Peak, namely "high" and "steep", and said, "Ah, the peak is so high, above the cloud!" And "the chain on the edge of the stone steps seems to fall from the sky." Let students know the "height" and "steepness" of Tiandu Peak, and the difficulty and difficulty of climbing Tiandu Peak. Then, according to the clues before and after climbing the mountain, find out the relevant words and sentences about my thoughts before climbing the mountain, the difficult climbing with my grandfather when climbing the mountain, and our happy mood after climbing the mountain, so as to guide students to understand and experience. In understanding, I firmly grasped the action words of the little girl and grandpa when they climbed the mountain. Such as "struggling", "for a while", "climbing" and "finally", from which we can appreciate the difficulty of climbing mountains. From the two conversations between the little girl and the grandfather, we can grasp the words "incredible" and "only in this way" to understand the spirit that the little girl and the grandfather can "draw" strength from each other and break through the teaching difficulties.

Second, read the sentiment and experience the emotional dialogue

This language is emotional, touching, educational and inspiring. In teaching, I also emphasize reading comprehension, which promotes thinking by reading, speaking by thinking and feeling by speaking. In understanding the two characteristics of Tiandufeng, I have repeatedly asked students to read the second paragraph in various forms, so that students can understand the height and steepness of Tiandufeng in reading. Such as: "The peak is so high, above the cloud!" "Experience the height of Tiandu Peak; Understand the steepness of Tiandu Peak through words such as "hanging". And guide the students to read the two conversations between "I" and grandpa completely, try to figure out the complicated inner feelings of "I" and grandpa, imagine their ideological ups and downs and struggles, and understand how they draw strength from each other. In the process of instructing reading aloud, we should grasp the key words such as "struggle", "for a while", "climbing" and "finally" and read aloud repeatedly, so as to remind students of the difficulty of climbing mountains and how they encouraged each other, learned from each other and struggled to climb and forge ahead. When students understand this, they will understand why they should thank each other after climbing Tiandu Peak, and students will understand what their father said more easily. At the same time, discuss and exchange ideas after reading: Why use "mountain climbing" instead of "mountain climbing" in the title of this paper? Because the students learned from the above that Tiandu Peak is high and steep, it is dangerous to go straight, and most of the roads up the mountain can only crawl like monkeys, so they use "climbing the mountain". Conversely, the title "Climbing the Mountain" tells us that Tiandufeng is a high and steep mountain.

Deficiencies in teaching:

In analyzing articles, characters are not afraid of difficulties. "I climbed to the top of the mountain with difficulty." "Climb and climb, my grandfather and my father finally climbed to the top of Tiandu Peak." These two sentences, because they only stay in oral communication, have not prepared corresponding exercises to consolidate them. So it seems that the teacher talked a lot about enhancing feelings, and the students didn't understand it deeply, so that when they saw these knowledge points during the exam, the students couldn't answer questions flexibly.

The direction of future efforts: in the preparation of teaching activities, we should study textbooks more deeply, master the teaching essentials of textbooks and broaden our knowledge. In the activity, students are the main body, and students are guided to read to promote thinking, think to promote speaking, and then transition to speaking and writing to strengthen the improvement of students' reading and writing ability.