Reflections on the teaching of the Great Tragedy, the second volume of Chinese in grade seven.

As an excellent teacher, you need strong classroom teaching ability, and you can reflect on your own teaching mistakes when writing teaching reflection. So how to write teaching reflection is appropriate? The following is my serious reflection on the teaching of The Great Tragedy, the second volume of seventh grade Chinese published by People's Education Publishing House, for reference only. Welcome to reading.

In the process of teaching great tragedies, the second volume of Chinese in Grade 7 1 has two wonderful points. First, understand the story in chronological order, so as to perceive the content of the text; Second, feel great in the tragic. It is these two wonderful things that let me break through many difficulties, profoundly reveal the theme of the article, and let students feel the inner shock and encouragement.

So how are these two wonderful things realized?

First, understand the story and perceive the content of the text.

In the past, every text, in the overall perception link, always asked students to talk about what the text was written first. Then repeat the content in segments. As long as students grasp the two basic contents of "people and things", they will know what the text is about. However, this text is eight or nine pages long, and it is difficult for students to grasp the main content of the text. I break away from the conventional practice, first let the students draw words representing time in groups, and then find out the places, people and events. It is not difficult to do such a problem in the form of a table. In 120 minutes, the students completed the task, thus having a clear understanding of the story. Then, on the basis of understanding the story, let the students know which content is easy to write and which content is slightly written. After such guidance, students will know the key points of this article. Then, I ask the students to segment the text according to the story and summarize the general idea of each part. After the previous preparation, this is no longer a difficult point, and the students quickly solved the problem. Finally, I asked the students to summarize the main contents of the full text in two or three sentences. After group discussion and communication, the students quickly came to the conclusion that the whole process felt natural.

Second, feel great in the tragic.

First of all, I asked my classmates, what is your biggest feeling after understanding the main idea of the text? Most students replied, "Sorry, sorry." Why are you sad? I continue to guide. I asked the students to discuss this problem in groups, which not only made them know the tragic death and witness, but also the tragic failure and the sorrow of the world. After learning so many "sad" things, the students all know that this is really a tragedy, so why does the author say that this is a great tragedy? The students look confused. I will inspire my classmates to read this text. Besides feeling sad and tragic, what other feelings do you have? Some students said "moved" and I said "right". We should be moved by their spirit, so this spirit is their greatness. "Well, let's read the text carefully, draw lines where you are moved, and make comments to appreciate the greatness of the character spirit." Through reading and communication, students gradually understand the theme expressed in the text, and feel the collectivism spirit of the characters, self-sacrifice, sacrifice the noble quality of life for their beloved cause and so on.

I think this kind of teaching reduces the difficulty and students will not find it too difficult to learn. Therefore, for a long text, we should try to give students some bedding thinking in the overall perception link. In grasping the theme, students' reading experience should be the center, and teachers should only do a good job of guidance and explanation.

The second part of the seventh grade Chinese book "The Great Tragedy" is teaching reflection: the text is long and has a large capacity, and there are many contents to feel and learn, but the class time is limited and the students' energy is limited, so they can only choose the essence to feel and think.

Because there is no preview before class, students are required to find out the time, place, people and events according to the teacher's prompt, retell the full text by connecting several elements in series, understand the main idea of the text, and then use a one-sentence evaluation to guide students to have an overall feeling.

In the next link, I raised two questions:

1. What are the "tragedies" of Scott's trip to Antarctica?

2. What are the aspects of "greatness"?

Before students think, I put forward the following requirements:

1, find the corresponding sentence in the original text;

2. Read these sentences emotionally;

3. Summarize in your own words.

In order to let students find the most touching and admirable plot, they can go straight into the article, which conforms to the cognitive law and makes students' perceptual thinking to the point. When reading related sentences, students often fail to meet the requirements of "feeling" for the first time. Under the guidance of the teacher, they can quickly understand the thoughts and feelings of the author or protagonist at that time, so they have made great progress in their later reading. In class, students can fully feel thinking, discussion and communication on the basis of reading aloud, which embodies the initiative and cooperation of learning, effectively cultivates students' learning ability and embodies the essential characteristics of classroom teaching under the new curriculum standards.

In this class, there are also some places that need to be improved:

1. If you arrange preview before class, you can transfer more time to the topic discussion in class;

2. When introducing the author, students can consult the author's life information through various channels;

3. On the design issue, a certain gradient can be opened, so that students at different levels have the opportunity to answer questions;

4. It is not enough to handle the lyrical and meaningful sentences in the interesting articles. For example, when discussing Scott's testimony to Amundsen, we should guide students to treat the author's sentence "first, everything, second, nothing" correctly and further understand the author's intention, then the following conclusion will be more natural;

It is a great pity that too much time is spent on retelling the text, which leads to insufficient time for later expansion practice, and most students have no chance to show their learning achievements in this class.

Reflections on the teaching of the Great Tragedy, the second volume of Chinese in grade seven. I spent three classes studying the Great Tragedy. After knowing the background, author and text of this article, I began to study the text.

First of all, guide the students to sort out the story of the article: after Scott and his five people arrived at the South Pole, they found someone beat them to it. They are pessimistic and disappointed, but they bravely admit defeat and testify for the Amundsen team. They met with bad weather on their way back and were all killed in the end.

Secondly, from the topic, let the students analyze where the sadness is. Where is greatness? Sorrow lies in the sorrow of failure, the sorrow of witness, the sorrow of death and the sorrow of the world; The greatness is that they have the courage to admit defeat, honest and trustworthy British gentleman demeanor; With perseverance and indomitable spirit of exploration; Team spirit of never giving up and selfless dedication; He did not consider himself before he died, but considered the personality charm of the motherland, family, friends and even all mankind. In this process, we can appreciate the language, read sentences aloud and improve our quality. Secondly, we can let students experience the use of detail description and rhetoric in the process of appreciation.

Third, feel the characteristics of biographical literature, and the typical material should express the characteristics of the characters through typical deeds. For example, when Wilson was only a few steps away from death, he dragged a rock sample weighing 16 kg. For example, Scott wrote letters to his relatives with his stiff hands before he died. Oates himself, for example, bravely went to death. Record words, describe their behavior, quote their remarks, and ensure the authenticity of the article. Pay attention to literary talent, vivid language, accurate words, and can use imagination and rhetoric to reflect literariness.

In the end, Scott is doomed to be a loser in the competition with Amundsen, so why doesn't the author fight for Amundsen? This question is intended to lead to the principle of Zweig's biography, which is the spirit and personality charm displayed by Scott's team and the wealth of mankind. This spirit and charm will inspire generations of people who explore science, so it is of great significance to preach and teach them.

This extends to Sima Qian's Historical Records. Sima Qian called Chen She a family and arranged Xiang Yu in Historical Records. Although they are all losers, it is also because Sima Qian does not judge heroes by success or failure. The conclusion is that the evaluation of characters in history is not based on merit or performance, but mainly on the light of their thoughts.

Students, in our life, in the process of pursuing our ideals, we may not succeed, but as long as we maintain perseverance, honesty and trustworthiness, I believe our life will be brilliant and full of personality charm.

Reflections on the teaching of the Great Tragedy, the second volume of Chinese in grade seven. The Great Tragedy is a biographical literary work published by People's Education Publishing House in Unit 5, Volume 2, Grade 7. The teaching object of this class is grade seven students, who are particularly interested in adventure topics. However, because the time, place and nationality of the hero of the story are quite different from those of the students, it is more difficult for the students to understand the word "tragedy" and "greatness". So, after determining the key and difficult points of this class, I will take the following two links as the highlight of this class:

1. Understanding the main idea of this lesson is to understand the word "greatness", from which we can feel the author's praise for Scott and his party. Therefore, after the students can point out where the tragedy "sadness" is, I will focus on explaining the word "greatness". First of all, I ask students to find out the sentences that can reflect "greatness" in the text. In order to help students find suitable sentences, I designed the following sentence: "I see greatness in this sentence and show their spirit (quality)." And made a demonstration by myself. With such a grip, students can easily and accurately find such sentences and express their understanding. Secondly, taste the sentences that students find can reflect the word "great". Ask the students to find out the sentences and read them aloud, then the students analyze them and the teacher prompts them in time. Finally, students will read aloud with emotion after understanding the sentences. Through the four steps of "discovery-reading-tasting-emotional reading", students have a deep understanding of the author's praise. In this way, it is easy for students to understand the word "greatness", and the teacher only plays a role in it.

The difficulty of this lesson is to understand the significance of Scott's exploration and the praise expressed by the author. In order to break through the difficulties better, I designed an extension: If you are Amundsen who returned home in triumph, please write a letter to Scott. Amundsen is Scott's opponent, and his admiration for Scott is even more amazing. Because the word "great" has been thoroughly explained before, students are scrambling to express their respect for Scott through Amundsen's mouth. Although the contents of the letter are all expressions of admiration, each student's lyric points are different, and some are even very touching. After listening to the students' answers, the teacher also made a demonstration and read a letter to Scott, which was very respectful. At this point, the mood of this class reached a climax. From the emotional faces, we can see that their souls have been impacted and they have their own understanding of adventure.

Of course, teaching is a flawed art. For this lesson, I think there are the following shortcomings:

First, the classroom language is not beautiful enough. The theme of this teaching is "Prose Teaching", and the prose language is mostly beautiful and worth pondering. To teach such an article, the teacher's classroom language should naturally match the language of the article. For me, due to the lack of accumulation at ordinary times, "I hate it when I use it", so I will strengthen the accumulation of language in my later life and strive to create a beautiful language environment for students.

Second, there is not enough reading time. Prose should be read aloud to understand the theme. Although I take my students to taste the language and read aloud emotionally when I explore the word "greatness", such reading is far from enough for prose. Although the class arrangement is just controlled at 40 minutes, the students' reading time of 40 minutes is less than 10 minutes. They always think that class time is precious and would rather do more analysis than spend a lot of time reading the text. The so-called "sharpening the knife and cutting the wood by mistake", isn't it better for students to get information in reading than for teachers to explain and instill? !

A game grows step by step, and an experience is a harvest! On the road of teaching, we need constant reflection to make continuous progress.

The Great Tragedy is the biography of Austrian writer Zweig, which tells the story of the tragic death of British explorer Scott and his teammates on their way home after losing the battle with Norwegian explorer Amundsen for the Antarctic. This article is particularly long, with many characters and complicated plots, so I also make bold choices in teaching. Let me make a brief reflection on this lesson:

I. Import

Play the video of the Titanic shipwreck and the pictures of the Dalian Liangshan fire on 20 19 in Sichuan, so as to introduce new lessons, let students feel that human beings are so small in front of nature, while human beings are constantly fighting and challenging, so as to stimulate students to learn the indomitable and enterprising spirit embodied by adventure heroes.

Second, the opposite of teaching.

Because the text is long, teaching needs 1 class, which is very difficult. Therefore, students have sufficient preview before class. In the whole perception, students are asked to talk about how many words have been written in the text through fast reading. What are their names and identities? Then let the students read the text silently and try to summarize the main content of the article in one sentence. This belongs to retelling the content of the text. However, this text is eight or nine pages long, and it is difficult for students to grasp the main content of the text. Therefore, I have adopted a long and short teaching method, which allows students to extract the main information from the article through quick silent reading, so that students can grasp the main plot intuitively and quickly, and students can repeat it smoothly. In content understanding, by guiding students to taste details, taking details as a breakthrough, grasping the titles of "tragedy" and "greatness", guiding students to think and discuss the great human spirit reflected in the tragedy of Antarctic expedition, and understanding the excellent quality and strong collectivism spirit embodied in Scott's expedition members.

Homework further strengthens students' determination and courage to face difficulties by telling stories about great men they know and people who moved China.

Third, the infiltration of emotional attitudes and values is prominent.

Teachers show pictures of the South Pole, and teachers and students discuss the significance of Scott and his party's expedition, so as to inspire students to admire the great spirit and lofty quality of Scott's expedition members and sublimate their feelings. The infiltration of emotional attitudes and values in this class is well realized.

Of course, there are still many shortcomings in this course, such as not taking care of all students in the retelling session and not enough reading training. Because of the long space and short teaching time, students are only allowed to read the article twice, and there is no multi-level and multi-angle reading, so that students can feel the noble quality of expedition members facing danger from reading. In the future teaching, we should try more and take care of the underachievers, all of which need to be improved in the future teaching work.

The Great Tragedy is the biography of Austrian writer Zweig, which tells the story of British explorer Scott and his teammates who died tragically on their way home after failing to compete with Norwegian explorer Amundsen for the Antarctic. The author tells this story to make people think: What is the meaning of life? Where is the value of life? From the goal of emotional values, it is difficult for middle school students. In particular, this article is particularly long, with many characters and complicated plots, which is really difficult to teach. The teacher handles the text well in the teaching process, teaching long articles and short lessons. And pay attention to the integration of teaching. I will make a simple analysis on several highlights of this class.

I. Import

First, broadcast videos such as the sinking of Titanic, the explosion of American Challenger and the Yushu earthquake to guide classroom learning, create a dignified and thoughtful atmosphere, and establish the emotional foundation for students to learn the text. Students feel that human beings are so small in the face of tragedy and nature, but human beings are constantly fighting and challenging, and students give full play to their potential under this stimulus. I think this has been done very successfully.

Second, guide.

One of the difficulties in teaching this paper is the understanding of the subject. There must be many students who don't understand why the tragic story contains greatness and is it contradictory? The teacher's guidance before class is very clever. "Why didn't Zweig write a biography for Amundsen, the winner, but lovingly reproduced this sad scene for Scott, the loser?" Let's go to the text to find the answer. "This way arouses students' thinking, makes students catch the eye of the article-tragedy and greatness, and requires students to go into the mind of the text and the author to understand that although they are losers, their spirit is great. I think this kind of guidance plays a key role in highlighting students' subjectivity, stimulating students' enthusiasm for learning and realizing the teaching objectives of knowledge and ability, emotion and values.

Third, long writing and short teaching

The text is long and the teaching needs 1 class hour, which is very difficult. Even if students are previewed, it is still very difficult to really operate. In the past, every text, in the overall perception link, always asked students to talk about what the text was written first. Then repeat the content. As long as students grasp the two basic contents of "people and things", they will know what the text is about. However, this text is eight or nine pages long, and it is difficult for students to grasp the main content of the text. The teacher gave a good long and short lesson. The main information in the text was extracted by fast silent reading, and the main plot was grasped intuitively and quickly by the way of image road map, which should be a highlight of this lesson. In terms of content understanding, by guiding students to taste details, taking details as a breakthrough, grasping the titles of "tragedy" and "greatness", guiding students to think and discuss the great human spirit reflected by the tragedy of Antarctic exploration, which once again embodies the teaching idea of "long writing and short teaching".

Fourth, pay attention to the integration of teaching.

Through the design of "following the explorer-tragedy", "talking about the explorer-greatness", "feeling the explorer-great tragedy", "hero in my heart-eternal spirit" and "great love in sadness-great hero", we will sublimate step by step and organically integrate perception, learning, exploration, migration, expansion and sublimation.

Fifth, highlight the teaching objectives and highlights of emotional attitudes and values.

From asking students to tell stories about heroes around them, to teachers showing people who touched China, and then to paying attention to current events and the Japanese earthquake, we can stimulate our national spirit and sublimate students' emotions. The goal of emotion, attitude and values in this class has been achieved well.

Six, student-oriented, "effective teaching"

The dialogue between teachers and students and the text runs through the whole class. Students study independently, discuss independently, discuss independently and speak independently. Students made many unexpected speeches, which showed that students' ideas were opened, their thoughts and feelings entered the plot of the text, and the effect was good. The dialogue between students and the text was well completed. Classroom has always highlighted students' dominant position and realized that students are the masters of the classroom.

Reflections on the teaching of the Great Tragedy, the second volume of the seventh grade Chinese. This class has well implemented the theory of Chinese teaching:

Use dialogue reading and teacher-student interaction. The way you take reflects the respect for your classmates' personality, such as: "What is your most memorable detail?" "Do you know the deepest details?" "Please recommend a classmate to read aloud." "Please choose the question that interests you most to discuss." "Are you satisfied with his answer?" Because students are the first, although there are many people in class, students still dare to speak and speak. For example, "Scott cares about his wife and his spirit is admirable." "What prompted him to care about his wife?" "love!" "What feelings does that have for the motherland and the nation?" "love. Loyalty. " In this way, my induction and rational analysis are based on my understanding of my classmates.

2. The design of this course is open, providing students with space and opportunities for autonomous learning, providing an atmosphere of equality and cooperation, and doing a good job in guiding students to be independent, cooperative and inquiry. When discussing the paragraph "the last three people are going to die", the students raised six questions in succession, which I didn't expect. There are some problems that I didn't expect when preparing lessons. For example, students ask, "Why use pause instead of comma here?" This question caught me off guard. In fact, this is also the performance of students' newborn calves who are not afraid of tigers and dare to challenge authority. Students can often find the spark of generating ideas in their positive thinking and emotional activities, which is exactly what we are trying to do.

3. Talk to the author in this class and appreciate the lyrical and meaningful sentences in the article. For example:

When discussing Scott's testimony to Amundsen, we should guide students to treat the author's sentence correctly: "First, he has everything, and second, he has nothing." Further understanding of the author's intention will make the following conclusions more natural.

4. In the generative teaching of this class, teachers can be more fully prepared. For example:

It should be an excellent opportunity to train students to use punctuation correctly or critically. But on the one hand, the knowledge of punctuation in teaching is not solid, on the other hand, my lazy thinking makes me seldom doubt the textbook, so it is a pity that a good question is not answered on the spot.

Reflections on the teaching of the Great Tragedy, the second volume of Chinese in grade seven.

Students' acceptance of the knowledge imparted:

This class focuses on students' self-questioning, and students have a good grasp of the text knowledge and related content, especially the understanding of "sadness" and "greatness", which has achieved the expected effect before class. Most students can understand the text in their own language or thoughts and complete the dialogue between teachers and students.

The unique views expressed by students in class;

As a teacher, we should listen to students' ideas and be good at collecting collective wisdom, so as to enrich and perfect our knowledge and improve teaching quality. There are many students speaking in this class. Although they may not speak the best, there are many wonderful places. For example, when asking questions independently, some students ask "Why did Scott and others go on an expedition", "Can they not die", "Are they sad because they died tragically" and "Are they calm and great because they faced death" ... In a class, students can make many unexpected speeches. It should be said that the students' thinking is

Students' classroom discussion activities:

The teaching process should be a dialogue process among teachers, students and texts, so students' activities are particularly important. In this class, I used the discussion of two classmates at the same table, four people before and after, and a spokesman of a center spoke. At the same time, I let the students read aloud with feelings alone, read aloud in a competition between boys and girls, and read it all at once, so as to improve the classroom atmosphere. In the activities, students can basically study, discuss, discuss and speak independently, with loud voices and rich emotions.

Regrets and deficiencies in students' learning process;

The expressive ability of individual students needs to be improved. When summarizing the content of the article in one sentence, some students still can't express it completely under my guidance, and they don't understand the narrative elements well. There are also a few students who have nothing to do when discussing autonomous activities, and they are unwilling to use their brains and take ready-made answers from others. I haven't got into the habit of taking notes yet. These all need further intensive training.

Second, reflection and suggestions after reflection:

Through teaching and reflection, I think that Chinese teaching under the new curriculum standard must cultivate students' awareness of personal activities if they really want to do more independent activities. In terms of expanding knowledge, teachers should not be confined to books, but should use existing resources to serve students and think for them, and really turn "small languages" into "big languages" so that students can learn as much knowledge as possible in limited space and time. As students, we should actively cooperate with teachers' teaching guidance, don't blindly think about "takenism", and at the same time read more healthy and beneficial books, including Chinese textbooks.

In a word, I think my handling of teaching materials in this class is reasonable, and the setting of teaching purpose is clear and appropriate, and I have basically made a breakthrough in key and difficult points. Under the multimedia-assisted teaching, students have received an eternal spiritual education, but there are also many regrets and shortcomings, which are expected to be improved in the future teaching work.