Reflections on classroom teaching of photo story sharing meeting

? In the composition class this afternoon, please stand up and tell a story.

? On the weekend, I assigned a unit composition topic-"Stories in Photos", to find out the beautiful moments that were frozen when I was growing up, to recall the stories behind the photos and write them down, and to bring the photos to school at the same time.

? At first, it was a group discussion activity, and everyone circulated, shared and communicated. Each group puts forward three best stories, and then takes turns telling oral stories in front of the podium. The requirement is that you can't read the composition, only tell stories.

? To my surprise, the children are very enthusiastic about participating in the activities, and most of them have prepared photos. The selected photos include Meng Baoxiu, the most embarrassing moment, unforgettable primary school graduation photo, memories of birthday sunshine and tourist attractions, the companionship of relatives, and the cherish of friendship ... They began to tell stories with great interest, and everyone had something to say, just like a few treasures.

? The shortcomings are that the students haven't realized the importance of oral expression. Some people don't have clear ideas about telling stories, or the appeal of stories needs to be improved, or there are too many pet phrases that make people laugh.

? Sean, a student who participated in the speech and eloquence activity group, complained that a speech had to be revised several times and the teacher kept asking for it. Write it down, say it out, and read it out. It's a matter of a few yards. When students realize this difference, they may correctly understand the function of language as an important tool for communication and expression, and master the ability to use language and words skillfully.

? As the main position of language expression training, Chinese undertakes the task of cultivating students' four abilities of listening, speaking, reading and writing. Despite the advantages of their mother tongue, students are still afraid of writing and reading, and they don't like classical Chinese. Most people are not interested in classical poetry. Indeed, learning Chinese well is not easy. Unless you are particularly gifted in language, it is always difficult for students without reading habits to get high marks in Chinese exams, especially in composition teaching, which accounts for half of the Chinese language.

? As a junior high school Chinese teacher who fights at the grassroots level, I often feel embarrassed that I can't teach. Facing one-third of the students in my class who can't write or read articles, my serious frustration is not enough to express my feelings. Sometimes it's useless to be glib, because you can't make a person who has no feelings about Chinese suddenly like Chinese, but often you have to be patient and continue to grind with them after you finish spitting.

? However, it seems that more lively activities inside and outside the Chinese class may have the effect of "deliberately planting flowers without flowering". At least it can stimulate students' interest in participation and improve their initiative in learning Chinese!

Comfort yourself.