Reflections on Sima Guang’s Teaching

In this class, as usual, I turned on the computer as planned according to the classroom design and asked the students to read the text "Sima Guang" aloud along with the courseware. Below are the reflections on Sima Guang’s teaching that I compiled for everyone (5 general articles). They are for reference only. You are welcome to read them. Reflection on Sima Guang's Teaching 1

The article "Sima Guang" is a good article to open up students' thinking. The purpose is to educate children not to panic when they encounter difficulties, but to be calm and resourceful to come up with good solutions. .

When teaching, I arranged interesting literacy, reading training, imitating action performances, thinking expansion training, and speaking exercises to mobilize students' initiative in various ways and intentionally train children's expression ability. Carry out moral education naturally and make teaching and learning a happy thing.

At the end of the class, I designed expansion training: If you were one of those children at that time, what would you do? Due to the rush of time, I did not give a very correct assessment of the students' answers. The children had many similarities. Some said they were looking for a ladder, while others said that several children stacked up to pull up the child who fell into the water.

After listening to their answers, the children and I discussed the feasibility of this method together. Some said that if we were looking for a ladder, it would be better to just call an adult; others said that several children would be stacked on top of each other. , can the child below bear it? In addition, it guides the difficulties in life and educates children to be smart children like Sima Guang. Through the teaching of this class, I deeply realized that expansion training should be rich and colorful, and should guide students to think actively, expand their imagination, boldly innovate, and show their personality based on their existing life experience accumulation. Only such a class will be more There is life.

Expansion training, from in-class to out-of-class, guides students to think actively and imagine, and develops course resources based on actual life, which plays a guiding role in the formation of students' life adaptability. In this link, I pay attention to cultivating students' oral expression, guiding students to speak fluent sentences and express their meaning clearly, so as to appreciate Sima Guang's wit and bravery.

From this, I thought, what issues do students want to study in class? How do you want to study this problem? Teachers should respect students' choices, meet students' needs to the greatest extent, and allow students to accept new knowledge according to their own interests and wishes. Teaching according to students' wishes arouses students' interest in learning. Therefore, students are particularly proactive in learning, and their intelligence and wisdom are fully demonstrated. Through the practice of this class, I once again felt the potential immeasurable creativity of children. Reflection on Sima Guang's Teaching Part 2

When teaching "Sima Guang", I firmly grasped "reading" to complete a series of questions.

1. Focus on reading and learn to recite.

Students have just come into contact with classical Chinese and have no corresponding foundation. However, the pronunciation, meaning, and reading methods of classical Chinese are hugely different from those of modern vernacular, so they need effective guidance from teachers. Therefore, teachers' model reading plays a very important role in guiding students to read articles correctly. At the same time, this kind of interesting and emotional reading can further stimulate students' interest in learning.

2. Teach methods and apply what you have learned.

In order to understand the content of the story as a whole, I first guided the students to summarize the previous methods of learning ancient poems (read notes, connect with the context, search for information books, and read more). Then tell the children that the method of learning ancient Chinese is similar to the method of learning ancient poetry, and these methods can also be used. Finally, I will discuss two questions through the group: ① Tell me the meaning of each sentence. ②Tell this story in your own words.

Disadvantages: The requirement of "teacher dominance and student subjectivity" should be strictly followed. Teachers only play a go-between role in teaching. If students can answer, teachers must not answer for them. Students must be allowed to be the masters of teaching in the classroom.

Sima Guang's Teaching Reflection 3

During teaching, I created a number of questions around the text based on the characteristics of first-year students, so that students can easily understand the text and master the content of the text, and break through the key and difficult points in teaching. The teaching task was completed and good results were achieved.

1. Understand the text content in conjunction with the context.

When teaching the second natural section, I designed a question: "A child climbed up to the rockery to play. How could he fall into a large water tank? Please tell me about the content of this section." Let students initially perceive the method of understanding the text content in context. Then the student can tell that he fell into the big water tank because he was careless while playing. Some students can even remind everyone to be careful when playing so as not to fall into the water tank. The wisdom of students So cute!

2. Understand the text content in the "performance".

When teaching the third natural section, I made this design: "Students, look at the illustrations, what is Sima Guang doing? Can you imitate his movements?" As soon as I finished speaking, the naughty Zhenyuan classmate He immediately stood up and made the action of "raising his hands high and smashing them down hard", and said "Hey!", which really made Sima Guang's "performance" come alive. Other students also imitated and understood the words and sentences during the performance.

3. Understand the text content through comparison.

The teaching goal of this lesson is to learn from Sima Guang to be calm and not panic when faced with difficulties. Understanding that Sima Guang loves to use his brain, wit, and ingenious methods is the key point of this lesson. I designed it like this:

(1) Comparison of characters in the text. I asked the students: When a child accidentally fell into a large water tank at the entrance of the ground, how was Sima Guang’s behavior different from that of other children? This can tell what kind of child Sima Guang is

( 2) Comparison between myself and Sima Guang. I asked the question: "Students, please use your brains. Is there any other way you can save the child who fell into the big water tank?" The students came up with many ways, some said they could use pumping to pull out the water; You can use a rope to pull the children up; some said that they can use a big wooden stick to let the children climb up; some said that they can push the water tank down together... After listening to the students' innocent ideas, although some methods will not work, I Still smiling and nodding to encourage them, making them feel the joy of answering. Finally, I asked: Compared with your method and Sima Guang's method, which method is better? Through comparison, the students realized Sima Guang's wit and intelligence, so that they had a deep understanding of Sima Guang and achieved good teaching. Effect. Reflection on Sima Guang's Teaching Chapter 4

Sima Guang's text is the first classical Chinese text that students come into contact with during their primary school Chinese learning stage. Classical Chinese has always been a difficulty for students to learn, but the arrangement of the unified textbooks has helped teachers solve this difficulty. When selecting classical Chinese texts for unified teaching materials, we start from the historical stories that students have known since childhood and introduce classical Chinese stories. Let students have an understanding of the story before learning. In this way, it will be much easier for the teacher to lead the students to understand the meaning of the article in class. In particular, many children can understand the main idea of ??the article when they read independently, which lays a good foundation for learning classical Chinese and makes it very easy for students to learn in class. It makes the classical Chinese text that should be daunting to students become a text that students are happy and easy to accept. Especially when students understand that this is the language expression of our ancient Chinese people. Many children have also become interested in this.

I remember that there was a link in the class when we compared the characteristics of modern Chinese and classical Chinese. The students immediately grasped the characteristics of classical Chinese - concise words but rich meanings. Through the study of this text, students gained an understanding of classical Chinese for the first time, and also developed a strong interest in it, and began to try to read other short stories in classical Chinese. Therefore, I feel that when arranging classical Chinese texts in the unified teaching materials, in-depth considerations were made and combined with the age characteristics of children, it is indeed a good teaching material. This is a reflection on students' learning of classical Chinese from the perspective of teaching materials.

If we analyze it from the perspective of digital textbooks, this text, in the digital textbook, presents the same picture information and text information as the Chinese language book, without too much video information.

When I was designing, I added some materials that suited the characteristics of the students. Integrating these materials with the content given in digital textbooks will better promote student learning. Therefore, I also hope that through my own exploration, I can make the content of digital textbooks richer and more convenient for my future teaching.

So what do we need to let students know when they first learn classical Chinese? In teaching, I mainly let students learn to use after-class annotations, look up dictionaries, word combinations, text illustrations and other methods to explain the meaning of the words in the text, so as to help themselves understand the meaning of classical Chinese and master the study of classical Chinese. methods and allow students to fully practice in class. In this way, students can master the first-hand method, and then when they study classical Chinese in the future, they can also use this method to understand the meaning of the article. There are many short classical Chinese essays like this in the unified textbook, which can arouse students' interest in learning classical Chinese. The teacher also gave certain learning methods, so by combining the two, students can get into a good state of learning classical Chinese. Enable the study of classical Chinese. It will not easily become a stumbling block in your own learning of ancient Chinese.

I feel that I have just begun to explore digital teaching materials. As the use of digital teaching materials becomes more and more frequent in the future, I think I will explore some more suitable for students’ age characteristics and learning content. good materials to serve teaching. Reflection on Sima Guang's Teaching Chapter 5

"Sima Guang" is the first classical Chinese article assigned at the primary school level. The article is short, but it is difficult for third-grade students to learn because it is their formal experience with classical Chinese. meet. When designing the teaching of this text, the first starting point is to focus on the third grade and pay attention to academic conditions.

In the teaching of this class, I think the most important thing for students to come into contact with classical Chinese for the first time is to solve the problem of reading aloud. Through the teacher's two model readings, he demonstrates the correct pronunciation and the pauses between words and sentences. Help students become familiar with the language sense of classical Chinese, so that students feel that they can face it calmly and feel comfortable, so that they are willing to get close to classical Chinese. After that, through free reading, designated reading, and competitive reading for boys and girls, after many readings, I can almost recite it. At this point, I have completed the first question after class. In order to understand the content of the story as a whole, I first guided the students to summarize the previous methods of learning ancient poems (read notes, connect with the context, search for information books, and read more). Then tell the children that the method of learning ancient Chinese is similar to the method of learning ancient poetry, and these methods can also be used. On the one hand, students gain the ability to initially understand classical Chinese and develop their language sensitivity. On the other hand, through the study of classical Chinese, they promote the humanistic spirit and stimulate students' cognitive interest in Chinese culture.