Reflections on teaching through the story of a small village

"The Story of a Small Village" tells the story of how the beautiful homes originally built with sharp axes were eventually destroyed by the sharp axes due to people's indiscriminate deforestation. The following is a reflection on teaching stories from a small village that I collected and compiled. Welcome to read and refer to it! Teaching Reflection on the Story of a Small Village 1

"The Story of a Small Village" tells the story of people in a small village who cut down trees uncontrollably, causing serious damage to the surrounding environment, and finally suffered a major disaster. Nature's severe punishment - the entire small village was swept away by the roaring floods, thus warning people to care for trees and protect the ecological balance of nature.

Although this text is short in length and simple in language, it has profound implications and is thought-provoking after reading. It is a good lesson example for cultivating students' environmental awareness and guiding students to read aloud. Therefore, when preparing the lesson, I included "read aloud with emotion" Texts, through reading and communication, understand the meaning of profound sentences and realize the truth contained in the text" as the main teaching goal. Focusing on this teaching goal, I started teaching, and the most satisfying link to me was the fourth link: expanding and sublimating emotions. We all know that moderate expansion and extension can expand students' horizons and sublimate their emotions. When the students entered the text, I designed a link to interpret the teaching materials in multiple ways: After the story was told, the students were filled with emotion. You must have a lot to say. What do you want to say to the people in the village? The students gave various answers to my questions: some students condemned the actions of the villagers, some students made rational suggestions for the villagers' future life, and some students expressed pity for the destruction of the village. (Through this answer, it can be seen that the students have mastered the teaching objectives of this lesson and have broken through the key and difficult teaching points.) On this basis, I show the courseware and let the students watch my collection of pictures of environmental damage and let the students choose the pictures they want to say and speak freely. Guide students to interpret the text in depth and at the same time freely step outside the text, effectively implementing the new curriculum standard concept of "teaching with textbooks instead of teaching textbooks".

The children and I felt heavy throughout the class, because the price paid for the beautiful village was too great. In order for the children to come out of the haze and see the blue sky and the brilliant Sunshine, I designed another link: "After a few years, people realized their mistakes..." When the students saw this topic, their eyes suddenly lit up and they raised their little hands. , seeing this phenomenon, I knew that my goal was achieved. As you can imagine, some good small villages have become more beautiful.

The surprises of teaching sometimes lie within the classroom, but they also extend beyond the classroom. Towards the end of the teaching, I advocated for the children to do something small for the environment around us. Unexpectedly, over the weekend, several children designed and produced slogans and billboards about environmental protection, and placed them in places where people have seriously damaged the environment. There were ripples of joy in my heart.

Yes, what is Chinese? I want children to apply what we learn to their lives, let the essence of Chinese infiltrate their souls, let them live happily and learn healthily, I think then my The purpose of language is achieved.

Reflecting on the shortcomings of this lesson, firstly, the evaluation language for students' reading is not rich enough. This is also the direction of my future teaching efforts. Second, if the students review the whole story again and arrange a link like this: "What kind of small village is this? Who will tell the story of this small village?" The echoes before and after strengthen the whole and the feeling will be more perfect.

Some people say that teaching is always a regrettable art. It is true that growth can only be achieved through continuous reflection in frustrations and difficulties, but I am an aesthetic person. Being a good teacher and having an unshakable class is my eternal pursuit. The Story of a Small Village Teaching Reflection 2

"The Story of a Small Village" tells the story of a small village with a beautiful environment, where people rely on sharp axes in their hands to cut down the trees one by one. They built houses, made tools, and made furniture, and lived a "good life." However, due to excessive cutting of trees, the land was exposed. Finally, after a continuous heavy rain, the roaring flood swept away the small village. It reveals the wrong behavior of people in small villages and the serious consequences caused by such wrong behavior. In terms of language expression, the article is short and the language is simple, but the underlying truth is very profound. From the perspective of writing skills and writing techniques, this article narrates the process of the small village from beauty to destruction according to the order of development of things.

When describing the environment of the small village, a large number of four-character words are used to describe the beauty of the small village. Parallel sentences are used to describe the changes in the trees. Punctuation marks and ellipses are used to express the deteriorating environment of the small village. Personification is used to write It rained continuously and so on. The use of these writing methods makes the article read more vividly and vividly.

Because the class is being taught in a borrowed class, there is no way to learn more about the academic situation. Based on past experience and understanding of the third-grade stage, students can generally grasp the main content of the article through preview and can basically read it through. He can follow the text and read with a certain tone, but he still needs further guidance in reading with emotion. The following reasons may be difficult for students to understand. First, urban children do not know enough about farm tools in rural areas and need to make appropriate supplements. Second, it is difficult for students to understand the meaning behind the words. For example, what does "sharp ax" represent, and teachers need to provide guidance.

In order to give full play to students' subjective initiative, I mainly adopt a three-step teaching method, namely "pre-learning---final learning--continuation learning", with students as the main body and around leadership. The questions allow students to read and understand on their own, and multimedia-assisted methods are used to promote teaching at all levels. Based on the characteristics of the school period and the text, we take "reading as the basis, comprehending while reading" as the main learning method to guide students to question and ask questions, encourage students to discover and solve problems, and through reading, underlining, analyzing words and sentences, and combining reading and thinking. and other methods to explore independently and cultivate students’ awareness and habits of independent learning.

When teaching, I start with the topic. After writing the topic on the blackboard, I used "What questions do you have when reading the text topic for the first time?" to guide the students to read the topic and question it, and immediately brought the students into the text. As the saying goes, "A good title is only half the article." The title itself is the main content of the article. Guide students to learn to read the title, start thinking from the title, develop the habit of actively asking questions and exploring problems, and at the same time stimulate students' interest in reading and arouse their reading expectations. The first semester of the third grade is the transition period from the low to the middle stage. Word teaching should be solid. At the same time, pre-class preview is an ability that middle-aged students need to learn and possess. Therefore, I put the preview preview in the first reading stage. This not only consolidates and deepens the results of pre-study, but also provides an understanding of students' academic status through examination, laying a solid foundation for subsequent intensive reading. During the actual teaching, I found that the students' preview was particularly in-depth, and their understanding of some key words was not as difficult as expected, so I adjusted the teaching in a timely manner and focused the learning on the comprehension of key sentences and the reading of emotions. For students, this kind of learning is like "jumping and picking peaches", so students are highly interested in learning and behave more proactively.

“Read the text intensively and feel the charm of language” is the focus of teaching. In the first paragraph of the text, the author uses colorful ink and praise to describe a beautiful picture of a small village in the valley with four words such as "lush, crystal clear, deep blue, fresh and sweet". Guiding students to enjoy aesthetic pleasure is one of the tasks of reading teaching. In the first paragraph of study, I mainly focused on analyzing the words and understanding the emotions and reading them. From the comprehension of the words to the appreciation of the beauty of the words, and then to the sublimation of emotions, in this way The design is based on the teaching strategy from content to form, and from form to content in the new curriculum standard. In the last two paragraphs of the text, the author describes the tragedy of the small village being swept away by the flood with infinite regret. I went directly from the first paragraph to the last two paragraphs, from beauty to destruction. The strong impact created a huge emotional gap among the students, thereby mobilizing the students' desire to explore, allowing students to truly delve into the text and subtly improve their ability to feel the language. In the article, "Year after year, from generation to generation, the number of trees on the hillside continues to decrease, and the bare land continues to expand..." The training of this sentence captures the two "continuous", so that the children can understand the destructive power of a sharp axe. The author here The use of ellipsis is meaningful, and I designed sentence training using the filler of the article. The training effect is very obvious, which not only further reflects the humanity, but also develops the students' language. This can achieve spiritual communication with the author and help students understand the meaning of the text. Through a full understanding of the text, students have a complete understanding of the reasons for the disappearance of the village. The accumulated emotions at this time are urgently needed to be released, which pave the way for the last period of learning. The language of the last natural paragraph is meaningful and profound. Since the previous article allows students to analyze words and sentences and read aloud, they have deeply understood the serious harm of deforestation. The last paragraph grasps the key words such as "everything" and "sharp axe" to understand the thoughts and feelings expressed by the author. It all comes naturally. The unity of instrumentality and humanism is the basic feature of Chinese courses.

The ultimate goal of Chinese teaching is to cultivate students' ability to understand and apply language, so Chinese homework cannot deviate from the subject characteristics of Chinese. Based on the above considerations, I assigned three assignments, which can not only accumulate and apply, but also form a correct and positive environmental awareness through continued writing and investigation.

At the end of the class, many students were reluctant to leave. Some simply shouted: "Why is the get out of class over so soon? I haven't had enough! I still want to continue taking such classes!" Some ran away. They came to me and asked me when I can teach them again. To be honest, this kind of class has a feeling of teaching and learning. Of course, there are also many regrets. For example, some questions have been clarified, but I once again asked students to communicate. Seeing so many students actively raising their hands to express their feelings, I couldn't help asking more classmates to speak. This was a waste. I lost precious classroom time, and I feel like this was my biggest mistake.

As a contestant, I know that this is a good opportunity for learning, communication, reflection and improvement. Although I don’t know the result of the competition yet, I appreciate and learn the wonderful lectures of other teachers and realize that My own shortcomings and improvements are in the opposite direction. I think this is the significance of this competition. After this activity, I strongly realized the importance of learning, accumulation and reflection. As a teacher, you not only need to take every class seriously, but also how to learn and teach, and how to improve classroom efficiency. You also need to learn more.