Reflections on the teaching of "White Goose" in the first grade of Chinese language?

Part 1: Reflection on the teaching of "White Goose" in the first grade Chinese language

Feng Zikai's "White Goose" is humorous, vivid, and the language is vivid. Reading the full text gives people a sense of Affection.

When teaching this lesson, I guided the students to read the text for the first time and understand that the author used the method of writing first and then writing separately to describe a proud white goose to us. Then let the students grasp the characteristic of the goose's "arrogance" and focus on the second natural paragraph. The goose's arrogance is reflected in its cry, gait and eating posture. ?This transitional period is used to study the text, so that students can have a clear idea of ??where to start learning. Throughout the learning process, I let students learn and realize on their own. And let students grasp the key sentences in the article and perform actions to help students understand the content of the article. In this way, students will be more interested in learning and have better learning results.

1. Grasp the key words and sentences to understand and appreciate the humor of the language.

For example: To understand the words mentioned in the article: scolding, shouting, shouting, I asked students to first compare the differences between these three words, and inspired them to connect them with those in life. Think about some of the screams you have heard, compare them in terms of the loudness and distance of the sounds, and see what changes have occurred? Smart children will come up with it as soon as they think about it: scolding is the closest, and the sound is relatively soft; shouting is relatively softer. The appearance is more fierce and the sound is louder; the shouting is louder due to the distance. In this way, the students yelled, yelled, and screamed. The understanding is very clear. Then I asked the students: Do you think the author used these words here because he likes the white goose or hates it? After reading and understanding it, the students said that it was the author's love for the white goose. This It shows that students have understood the cuteness of the white goose described by the author. Then I guided the students to imagine what the white goose would think at this time. Some said: "Thief, don't even think about coming in, I'm here!" ?Some said: ?Master, come out and take a look, someone is coming!? Get out quickly, who let you in? My master is not here, and you are not allowed to get closer and start performing lively. Yes, it is because of this that the owner of the goose told me that raising geese is equivalent to raising dogs, and it is indeed true.

As the students continue to learn, I will guide the students to learn the literary table and add their own action performances to experience the white goose described by the author. For example: when trying to understand that the duck's pace is rapid and appears to be awkward, while the goose's pace is calm and grand, quite like the net role in Peking Opera, I asked one classmate to play the duck and another classmate to play the goose. , other students read this passage aloud, and the two performed on the stage at the same time, imitating it very well. Students watching can also well grasp the outstanding characteristics of the goose's gait in the laughter. In addition, when students perform the plot of the goose eating, they can vividly express the goose's three-eyed attitude, meticulousness, airs, and calmness when eating. The images of "Master Goose" appeared in front of everyone one by one. Students can use their own body language to express it while understanding the sentences. This can make good use of students' active personality characteristics, fully demonstrate students' personality, and better complete teaching tasks. Once the sparks of students' thinking are ignited, they will collide with wisdom and dazzling light. Therefore, teachers should be good at touching students' heartstrings in class, fully tap students' potential, and use teaching resources other than textbooks to re-develop, create, and reuse, which will achieve more ideal teaching results.

After understanding the text through reading and performing, students will understand from the goose’s gait and eating appearance that the goose’s ability to do things must be confident, unhurried, and meticulous in not being changed by the surrounding things and environment. Work style, etc.

2. Imitation to improve students’ writing level.

After students familiarize themselves with the text, I guide them to understand the writing method of this lesson from the author’s most exciting sentences. It pave the way for the next lesson and lay the foundation for students' homework.

I told the students that the author grasped the arrogance of the white goose and wrote about the characteristics of the white goose from three aspects: its cry, gait and eating appearance. So, can you imitate the author's description? In order of writing, write about the small animals you have seen. You also use the method of writing in total and divided into parts. You also capture the sounds, gaits and eating habits of the animals to write, so that students will know which aspects to start from. Went to write. Judging from the exercises they handed in, some students also described the animals they saw vividly and interestingly. Quite a bit of fun.

In the teaching of Chinese classes, as long as teachers are good at stimulating students' interest in learning and change different teaching methods to teach, students can learn easily and effectively. Chapter 2: Reflection on the teaching of "White Goose" in the first grade Chinese language

After listening to Teacher Chen's lesson "White Goose", I have many feelings. The teacher grasps the teaching objectives very accurately and in place, and the teaching process is clear, interlocking, simple and natural. During language training, stick closely to the text and the arrogance of Mr. Goose, which is solid and effective. Teacher Chen abandoned all tedious explanations, started from reading the key words, correcting the pronunciation, starting from the center "make a proud white goose", and clarified the basic ideas of the text: starting from the goose's posture, gait, cry and eating posture. To expand the full text. The teacher guided the students wholeheartedly, allowing them to analyze the words and sentences, chew on the words, and read out all the content contained in the arrogance of Mr. Goose while reading again and again.

Understanding words and sentences is an important goal of Chinese language learning at each division level. Teacher Chen focuses on guiding students to use some methods of understanding words and sentences learned in lower grades to strengthen the transfer and transfer of learning. For example, before class, students are asked to choose one or two words to say "white goose". It seems simple, but it is intended to guide students to standardize expressions, use language accurately, and also summarize the main content of the text. Teacher Chen's handling of the words and sentences in this text is also good at guiding students to understand the key words and sentences in context, and to a certain extent, they have also achieved an understanding of the text content. For example: The clip where Teacher Chen is guiding students to understand what "three eyes and one board" means is a wonderful focus, that is, "What does the white goose do first, what does it do next, and what does it do again?" This is a rule for the white goose when eating. The rule that remains unchanged at all times is called "Three Eyes and One Board". After repeated scrutiny and polishing by the teacher, students have a very deep understanding of it. Of course, the teacher can also point out that "three eyes and one board" originally refers to the beat in music or music, which is fixed, and it can also mean that the goose eats in a rigid manner.

Looking at this lesson in the interpretation process, it is detailed and focused. Teacher Chen positioned the goal of this lesson to be through "three eyes and one board" and "meticulous" eating habits and "goose and dog competition" Through the interesting scenes of eating, you can taste the goose and understand the pride of the goose and the author's love for it. According to the age characteristics, life experience, and existing knowledge and experience base of the fourth-grade students, we should firmly grasp the word "goose" as a starting point, and let students read the text and look for the kind of "goose" in the text. posture, to feel the arrogance of the goose. You said, he said, I said, tell me from which words and phrases you feel that this is a proud Mr. Goose, read it repeatedly, value the students' reading experience, and let the students fully express their unique understanding after reading. The so-called? All feelings are contained in the sound of reading. ?

In this class, Teacher Chen also created a relaxed teaching and reading environment to encourage students to express freely and creatively. This is mainly reflected in reading aloud. How do you want to express the master look of the goose through reading aloud? Through reading aloud guidance, teacher and student evaluation, the level of reading aloud can be improved. It is on the basis of students' step-by-step experience and understanding that they read aloud repeatedly. You read, I read, and you read fiercely, and you can read the style of Mr. Goose and the arrogance of Goose. After students understand it, they read it vividly and beautifully, making the language and text come alive, allowing students to truly enter the text and have a dialogue with the text. Thus, in the process of deepening and beautifying the reading, students can further appreciate the author's humorous and interesting language style. Originally, we were worried about the students. This was a difficult text. After all, it was difficult for fourth-grade children to bridge the language gap of a semi-vernacular text similar to classical Chinese. Such as classical Chinese vocabulary: three boards and one eye? Professional terms such as: net angle.

It is difficult for students to understand, but the teacher still uses clever design. As the class progresses, students can also feel the meaning of the language. Especially for the understanding of the word "net angle", the teacher uses pictures and videos to assist the understanding, which is very vivid and vivid. In this way, seemingly difficult words are skillfully solved in the process of children reading and understanding the text. The second focus point is that Teacher Chen guides the children to feel the dog in terms of voice, speed, and spirit. It is hiding by the fence, watching, running over quickly, and trying hard to eat its food. Tian immediately goes to the fence, Squatting down and waiting quietly is like a thief, feeling the dog's desire to steal but full of fear, and at the same time feeling the goose's arrogant gentleman style. Mr. Feng Zikai's language style and the students' love for Mr. Goose were once again deepened and strengthened here, presenting a vivid picture of geese and dogs competing for food. The richness of this link also provided the basis for the subsequent creation of "Chicken and Goose" Fighting for food? The foreshadowing has been laid, and it will happen naturally. Of course, if you have enough time, the effect will definitely be better. Chapter 3: Reflection on the teaching of the first-grade Chinese language "White Goose"

The teaching focus of this lesson is to guide students to understand how the text describes the proud characteristics of White Goose and to understand the author's expression method. Therefore, I am teaching Grasp when designing? Where is the arrogance of the white goose reflected? This clue runs through the teaching. Suhomlinsky said: Deep in the hearts of children, there is a deep-rooted need, that is, they hope to be a discoverer, researcher, and explorer. Therefore, I use research-based learning methods in teaching to encourage students to combine reading, thinking, and perception. In active reading activities, they can understand and appreciate the arrogance of the white goose, and have an emotional resonance with the author.

1. First reading of the text, overall perception

2. The teaching ideas of this course are clear, focusing on allowing students to read and experience the text as a whole, and feel the arrogance of White Goose. After introducing a new lesson, first let students read the text for the first time and learn the words in this lesson. Words are the basis for Chinese language learning. Literacy teaching is also very important in middle grade reading teaching, which helps to read the text well and understand the text content. On the basis of the first reading of the text, students also have an overall perception of the image of the white goose, which pave the way for later studying the text and experiencing emotions

3. Read the text and feel proud?

4. Through the first reading, students had an initial perception of the arrogance of the goose, so I used "What impression did this white goose leave on the author?" to bring students into the text. When I understood how the author felt the arrogance of the goose, I stretched out my head and neck, looked left and right, and asked the students to do the movements. The students' interest in learning was stimulated, and they understood the words "look left and right" in the movements, and had preliminary feelings. To the arrogance of the white goose. Then I asked the students to read the text carefully. Focusing on "Where else is the arrogance of the white goose reflected?", underline the sentences that have deep feelings and make comments next to them. This not only gives students sufficient time to comprehend the text, but also cultivates students' study habits of not writing or reading. In this link, students can carefully read and write down their feelings, achieving the preset goals.

5. On the basis of understanding the text, I began to organize students to exchange reading feelings around "Where else is the arrogance of White Goose reflected?" During the communication process, students were guided to focus on key words and sentences to understand the characteristics of the white goose's cry, gait and eating posture. For example, by grasping "Shouting" and "Shouting", let students imagine the actions and words of the white goose, stimulate students to have a dialogue with the text, communicate their unique experiences, and experience the proud cry of the goose. By asking students to compare and read the gaits of ducks and geese, and playing the scene of the net angle appearing, it gives students direct sensory stimulation, and allows students to walk around and feel the grandeur of goose gaits. From the sentence about the goose not only not being afraid of people, but actually taking a bite, students can understand the arrogance of the goose. Through the process of reading the text - looking at the pictures - acting it out - and reading the text again, the students fully felt the arrogance of the goose's gait. When experiencing the arrogance of the goose when eating, I guided the students to experience the "three-eyed and meticulous" and "meticulousness" of the goose when eating, as well as the "master" style of the goose that must be served by someone when eating, and to experience the airs of the goose when eating. Full. Throughout the process of comprehending the text, I also integrated word accumulation throughout it to achieve the teaching goal of accumulating words.

6. Return to the whole and experience emotions. After finishing the text, I showed a set of pictures of geese and connected the texts to let the students review the text as a whole. The students had feelings about the text and could read it well. It works. After looking at the pictures and reviewing the text, the students had a deeper impression of the image of the goose, realized the author's love for the goose, and had an emotional resonance with the author. They also understood what the author said: "What a proud animal." ?Have a deeper understanding. After class, I assigned two assignments to the students. One is to read the interesting parts of the text and memorize the favorite parts. The second is to observe your favorite animals and prepare for oral communication and practice activities. The homework design achieves the teaching goals of language accumulation and extracurricular extension. From the perspective of the entire class, the teaching ideas are clear, the classroom atmosphere is relaxed and active, students learn easily, and the subject position is fully reflected. The design concept of reading-oriented and combining reading and thinking is practiced. Although a lot of design and preparations have been made, many problems have arisen in actual teaching, such as the understanding of key words and sentences, which was not handled well enough. The teacher did not guide and handle the generation in the classroom in a timely and effective manner. There is still room for learning and improvement in future teaching. Through this class, I also realized that the teaching process is not a process in which teachers prepare lesson plans and then follow the pictures, but should be an open, diverse and dynamic process between teachers, scholars and texts. Teachers should use students' academic sentiments as a new starting point for their teaching, respect students' individual feelings, and adjust teaching according to what is generated in the classroom, according to learning, and control it flexibly. Only in this way can we give full play to the leading role of teachers and truly reflect that students are the masters of learning.