Reflections on the teaching of Suzhou Garden, the first volume of eighth grade Chinese.

As a new people's teacher, teaching is one of the important tasks. We can record our feelings in the teaching process in teaching reflection, so what kind of teaching reflection is good? The following is my reflection on the teaching of Suzhou Garden, the first volume of the eighth grade Chinese language published by People's Education Press, for your reference and hope to help friends in need.

The first volume of the eighth grade Chinese 1 What is cultural education about Suzhou gardens? Learn how to explain, explain the order and explain the accuracy of the language. This is the basic orientation of expository teaching. However, how to design a typical expository essay, such as Suzhou Gardens, so that the expository essay teaching has China flavor? Let students read Chinese?

I wonder, does the author have to remember the order and methods of these explanations to write well? It suddenly occurred to me that Mr. Ye Lao wrote this article as a preface to Suzhou Garden Painting Collection. Why not design teaching from this angle? With this in mind, after I entered the classroom, I designed several questions:

1. Who did the author write this article for?

2. What does he want to tell them?

3. How did the author write it?

Then guide students to read notes, make clear the purpose of writing, and then guide students to grasp the general characteristics and picture beauty of Suzhou gardens. The third question, I instruct students: There are so many gardens in Suzhou, how did the author choose the writing point to tell everyone about the characteristics of Suzhou gardens? I think these three questions are easy to understand and operate. From the classroom point of view, they have stimulated students' enthusiasm for learning. Then class, there is analysis in reading and reading in analysis, so class is very atmospheric.

Reflecting on this class, I think we usually learn too much rationality, logic and organization in expository writing, which makes the teaching of expository writing as boring as expository writing. Even in open classes, we often pay attention to language design in order to avoid boredom. Therefore, every time we choose Unit 4 of Grade 2, the teacher always chooses natural language, because the language of this article is very distinctive, and it is difficult to shine if the language of the explanatory text is bland. The teaching of Suzhou Gardens made me find that the teaching of expository writing, grasping the content design of expository writing, and starting from the purpose and content of expository writing can make the classroom vivid.

Some people say that architecture is a solidified poem, and China Garden is a poem with traditional cultural implications and a treasure of our national culture. Therefore, I think this class should not only teach students to learn expository writing, but also let them learn to look at gardens with the eyes of appreciators, expand their traditional art knowledge, and then inspire students to love and protect the motherland culture. Its genre is expository, but the language of this article is concise and vivid, with a kind of "picturesque beauty". Therefore, I think the focus of this class is to guide students to feel the picturesque beauty of Suzhou gardens and appreciate the linguistic beauty of articles. Before class, ask students to collect pictures and materials about famous gardens in Suzhou, and give a brief and vivid description and display in class. In the classroom, through repeated reading and appreciation of key words, students' imagination is fully mobilized, and the characteristics of Suzhou gardens "painting everywhere" are felt in autonomy, cooperation and inquiry, which greatly stimulates students' learning enthusiasm and mobilizes their learning potential. Sweeping away the monotony and boredom of traditional expository writing not only enriches students' knowledge, but also arouses their love for the beautiful scenery of the motherland, which is also conducive to improving students' artistic aesthetic ability.

In the teaching of this class, I failed to seize the opportunity in time to fully guide students to contact life and deepen their understanding of the text; Students' "master" status can be more fully reflected in the new curriculum reform and new classroom. The inspiration to every teacher is diverse and profound, and the requirements for every teacher are higher. I deeply feel that the responsibility of teachers as "participants" is heavier.

The third reflection on the teaching of Suzhou Garden, the first volume of eighth grade Chinese: this course is beyond the original design. Students can discuss freely and give full play to their potential. The wonderful speech surprised me and surprised me. This class also made me explore the functionality of Chinese classroom. What ability should be cultivated in Chinese class?

In Chinese class, teachers must respect students' personalized reading, cherish students' unique feelings, experiences and understanding, and cultivate students' questioning ability.

First of all, teachers should create a certain space for students to fully display their talents and emancipate their minds. Teachers can pay more attention to "how do you understand", "tell your reasons" and "tell your opinions" so that students can participate freely.

Then, teachers should make the classroom full of vitality and ignite the sparks of students' thinking. Teachers should be good at guiding students to find doubts in their studies, never let go of all suspicious things and dare to question them. Teacher Ning Hongbin asked students to be "three not superstitious" (not superstitious about the ancients; Not superstitious about famous artists; Not superstitious about teachers. ) and the "three welcomes" to students (welcome to ask questions in class at any time, welcome to express opinions different from textbooks, welcome to put forward opinions different from teachers) is precisely to cultivate students' questioning spirit.

Finally, teachers should guide students to discuss and study problems, and finally get improved. "If there is doubt, there is no doubt, then this side will make progress."

Students are not "containers of knowledge", but learning subjects with independent personality, certain learning ability and independent development. Teachers should cultivate students' ability to express themselves.

As long as it is the result of students' own thinking, it should be affirmed and valued by teachers and fully respect students' reading experience. Teachers should be good at creating a relaxed atmosphere and using appropriate forms to induce students to express their thinking results, thus forming exchanges and collisions between students. When students doubt the so-called "conclusion" of predecessors, teachers should tell students that the understanding of language is diverse and everyone can have different views. And through the evaluation of teachers, actively advocate a spirit of dare to argue, dare to express different opinions and dare to challenge authority among students.

As our mother tongue, Chinese has a profound life foundation and extensive teaching resources. Teachers should cultivate students' habit and ability to collect and consult the background information related to the text through the humanistic environment, books and networks around them.

Teachers should lead students' Chinese learning outside class, connect with the broad social life, and create a big Chinese education that integrates inside and outside class, study and life, reading and practice. In this class, I just use living examples around me to make students objectively perceive text objects, and then apply this feeling to Chinese learning, and initially obtain the Chinese practical ability needed by modern society.

The inclusiveness, comprehensiveness and intersection with other disciplines of Chinese course determine that teachers should cultivate students' horizons and improve their collective thinking ability through the intersection, infiltration and integration of different contents and methods.

Subject infiltration question is a new type of Chinese test questions in senior high school entrance examination. This kind of questions is intended to examine students' Chinese comprehension, analysis, judgment and comprehensive ability. Proposers effectively use the language information and knowledge of other disciplines to form knowledge network questions with certain problem scenarios, which not only examine the knowledge content of students in various disciplines, but also examine the extracurricular content. The new curriculum standard provides a strong basis for the examination of Chinese test questions in the senior high school entrance examination. All these will urge students to pay attention to human beings, society and the fate of the country and the world, which embodies the value orientation of Chinese curriculum. This course pays attention to the subject problems such as modeling appreciation and human landscape, and guides students to broaden their knowledge horizons and expand their knowledge categories. As a teacher, we should not only guide students to pay attention to hot and focal issues such as politics, economy, nature, culture, science and technology, society, life, etc., but also dabble in various disciplines and often think about the correlation between these knowledge and other disciplines, so as to lay the foundation for interdisciplinary examination, and finally be able to draw inferences from other disciplines and master the ability to solve Chinese problems.

Reflections on the teaching of Suzhou Garden, the first volume of Chinese in Grade 8, 4. Actually, I'm not sure about choosing this article as a research class in the teacher's office. Because the explanatory text is really bad. However, I think as a teacher, especially a new teacher, we should try and challenge ourselves in all aspects.

I think this class has the following advantages:

1. Introducing new lessons with situational teaching method is lively and interesting, attracting students' attention.

2. The goal of this lesson is outstanding, and the key point is to let students master the structure of this text. I think students will eventually learn something.

3. It can guide students to understand the key words in the article in time when analyzing the structural order of the article, so that students can better understand the content of the article and explain it in detail and in place.

4. The teaching mode is natural and the teaching process is smooth.

5. Explain the pronunciation of key words in the text before the new lesson to avoid the phenomenon that students mispronounce words when reading the text.

6. The blackboard is clear, so that students can easily understand the overall structure of this lesson and know the order of explanation.

But this course also has many shortcomings, which are summarized as follows:

1, there is still too little time to read to students. Suzhou Garden is a beautiful article. Students should read more and experience the beauty of Suzhou Garden in the process of beautiful reading. But I am always afraid that time is too late and the time for reading to students is too hasty. In addition, I also designed a teaching link to talk about the beauty of Suzhou gardens in my own words combined with the text. The purpose is to familiarize students with the content of the text and cultivate their oral expression ability. But again, there is not enough time for students to think and speak.

2. Students' initiative has not been fully mobilized, and the classroom atmosphere of this class is rather dull. On the one hand, I didn't add a link that can fully stimulate students' emotions in the teaching design. On the other hand, for students, there are leaders and teachers in class, and the psychological pressure is not small. In students' minds, silence in class is equal to good discipline, so students who are restless and love to interrupt are "honest".

4. When analyzing the four "stresses", some places are too verbose; The time allocation is unreasonable, and there is not enough time for students to think.

5. As the first lesson, this lesson is also the first exposition in this unit. You should review and familiarize yourself with the relevant knowledge of expository writing in the new class (you learned the definition, classification, method, order and structure of expository writing last semester), so the effect may be better.

6. I was going to use multimedia in class. Because the students here have never been to Suzhou Garden, they can't get anything just by reading the text, and they can't imagine what the garden looks like. Therefore, only by appreciating the pictures of Suzhou Garden can students have an intuitive understanding of it in their minds, which is of great help to this class. However, there has been a temporary change. Because there are many teachers in our school and the multimedia classrooms are limited, most teachers are preparing for multimedia classes, so they don't arrange classes in multimedia classrooms, but in classrooms.

7. The topic of "introducing a scenic spot in Suzhou Garden as a tour guide" is more difficult for most students in this class, so it may be better to change it to "introduce a scenic spot in Suzhou Garden in detail".

In view of the above situation, I will try my best to overcome it in the future teaching process. Carefully prepare teaching materials and students. Let students form their own opinions on something in class and express them in their own language. Preview before class should be implemented. In-depth classes broaden students' knowledge. Because of my lack of teaching experience, I should consult more old teachers and experienced colleagues in the teaching process, attend more lectures, absorb their strengths and make up for my own shortcomings.

Reflections on the teaching of Suzhou gardens in the first volume of eighth grade Chinese, 5. From the middle of 10, the lectures on Suzhou Gardens will be prepared. On the afternoon of 165438+ 10, the lectures will be given in the wisdom classroom of the school, and the preparation time will be nearly 50 days. It is reasonable to prepare lessons for such a long time, but the facts are quite different. On the afternoon of 27th, after the presentation class, the teachers of our Chinese group made comments and put forward suggestions and correction methods. After the meeting, I fell into deep distress, followed by endless frustration.

It's really hard for an all-out class to end up with such an effect. At the beginning of preparing lessons, the teachers in the group had already put forward suggestions for modifying my classroom design. After the design was confirmed, Mr. Zhang, a research researcher, had the honor to participate in the early trial lecture and gave a severe lecture after class. At the review meeting after the demonstration class, Teacher Wang Bo criticized my class again. The teachings of your predecessors are still in my ears, and I can't help but feel sad and depressed when I think of the experience of preparing lessons along the way. It's not because I'm sad to be criticized, but because I can't figure out why my ideas can't be presented in class. Until the weekend, Mr. Zhang recommended an article by the teacher, Chinese Class Lost in the Discipline Jungle, which was a wake-up call. Failure is not that I didn't work hard enough, but that I started in the wrong direction.

In this class, I am far from being "lost in the jungle of philosophy, aesthetics, life education and other disciplines", but I really "deviated from the right path of Chinese teaching and lost the" taste "of Chinese teaching". The design of the classroom made me unconsciously deviate from the basic requirements of Chinese teaching. The preconceived teaching ideas and the display of self-personalized interpretation make the classroom unrecognizable.

The design concept of this course comes from summer training assignments. When I asked for the research content of the lesson, I made a suggestion and tried to explore the improvement of the teaching form and content of expository writing. Personal feelings When explaining explanatory articles, we should pay attention to understanding the scientific spirit and scientific thinking method embodied in the works, and master the knowledge and methods of explanatory articles in an easy-to-understand way. However, due to the characteristics of style, students are not interested in this style in actual teaching. Many teachers only use simple knowledge points to explain expository writing, and students can only learn by rote, which leads to the lack of accurate understanding and feeling identification ability, leading to more and more in-depth learning of expository writing. Therefore, in the process of explanation, students' initial interest should not be used to locate text teaching, but scientific and correct text teaching should be used to arouse students' interest. After the idea was put forward, all the teachers in the group encouraged me to try it and made sure that I would become the experimental teacher of the project. So I immersed myself in this idea and tried to present such an effect.

As Mr. Li Huaping said, the deviation of Chinese class often begins with whether the teacher has "prejudice" before class. The article talks about "in a nutshell, it is the vicious expansion of readers' self-awareness in text interpretation, replacing the close reading of the text itself with their own feelings or opinions." "Read the text with a prejudice (an old view), explain the text with this prejudice, and prove your prejudice with the words in the text. In this way, this "prejudice" existed before reading the text, but it remained after reading the text, and the text lost its unique value. The only available value is as an "introduction" to guide readers to sell "prejudice". I decided the direction of text interpretation at the beginning of studying Suzhou gardens, and wanted to interpret the humanistic color in this article. To this end, step by step in the classroom, set up scenarios, and take students to the established goals. And such a classic article has become a tool for drawing your own understanding in your own hands. Personal interpretation completely replaces the understanding generated by the dialogue between students and the text. Personal paranoia also makes classroom teaching lose its real meaning. I feel really sad, but I am really sorry for the students who have been dragged through this class by my students.

When I settled down to sort out my lesson preparation materials, I found that most of the contents and directions I prepared in the course of lesson preparation were for this purpose. Not enough attention has been paid to the real interpretation of the article and the knowledge teaching part. It's terrible to think about it. Chinese class is not a platform to show off personal interpretation, nor is it an attempt to achieve one's own goals. When we think about what to present to our children, we should also think about what children should accept at this stage through the knowledge of Chinese subjects; When indulging in personal interpretation, should we think about whether students can pass the laws of Chinese subject and most of them can get your interpretation? The so-called "deep" exploration is actually a disguised indoctrination, which stifles the space for students to think for themselves. How to reflect the requirements of curriculum reform and the advocacy of students' dominant position? In Chinese class, I think we are discussing the method of interpreting the text, rather than presenting our own achievements. What we give students is the companionship of the process, not the call of the end. Chinese class is not that difficult, nor is it just that simple.

Reflections on the Teaching of Suzhou Garden, the sixth volume of the eighth grade Chinese book, Suzhou Garden is a typical expository text of Ye Lao, and the text is easy to understand. It not only highly summarizes the achievements of Suzhou garden architecture, introduces the layout of garden architecture in detail, but also analyzes the principles of garden architecture, which is full of love and interest. Choosing and reading such works can not only make students understand the achievements of China's landscape architecture and inspire their thoughts and feelings of loving the motherland, but also enrich their knowledge of landscape architecture art and receive a vivid aesthetic education. If you talk repeatedly in class, it will definitely make students lose interest. Therefore, we must find another way to make students doubt and realize the profound meaning of this article. Therefore, the teaching goal of this course is "to cultivate the ability of questioning and resolving doubts in self-study ability". The teaching method focuses on students' questions and teachers' guidance, and strives to improve students' Chinese ability in the process of using their brains, hands and mouths.

Learning comes from thinking, thinking comes from doubt, and doubt leads to exploration, thus discovering truth. From "doubt" to "innovation" is the objective law of the development of things. Therefore, Chinese teachers should take questioning and resolving doubts as an important part of teaching methods. The teaching design of Suzhou Gardens is mainly reflected in innovation;

First, students are required to preview the teaching content and related materials themselves, find problems and ask questions on the basis of independent thinking;

The second is to classify questions and ask students to ask questions within a certain range. These problems mainly involve the difficulties, doubts and hidden or potential contents of the text. Under the guidance of teachers, students think and discuss, gradually solve doubts, and make discoveries and innovations in exploration;

Third, it reflects the hierarchy of questions. On the basis of students' understanding of the text, guide students to ask questions at a higher level of "synthesis", encourage students to break the "stereotype" and think, not be bound by "stereotype", be good at understanding and analyzing in many aspects, and develop students' creative thinking. The classroom facts prove that good results have been achieved.

It took two classes to finish the Suzhou garden, and I felt particularly relaxed and happy when I walked out of the classroom. All along, I have been thinking about the teaching of expository writing with the concept of new curriculum, and I am proud of practicing it in teaching. In the design of Suzhou gardens, I broke the traditional "cross talk", first created the method of scene introduction, and then guided the students to read the explanatory text, so that they could find out the sentences explaining the same characteristics of Suzhou gardens, and then read the text carefully to find out the sentences containing "pictures" from paragraphs 2-9. I think: if students can find these sentences, they will certainly understand the characteristics and order of interpretation, but it is very difficult. I don't know if it will be finished for the first-year students who are exposed to explanatory writing, but I've always wanted to try. To my surprise, some students are very clever and found it at once, which really refreshed me. Then instruct the students to number this 10 sentence, discuss it in groups, and find out the sentences that explain the whole, parts and details. On this basis, the order of interpretation of this article is summarized. Let the students find their own explanation objects from the text with "partial" sentences, so as to solve the central sentence of each paragraph.

In the second class, students read aloud with music, enjoy good news and articles, and fully gain an immersive experience. It is natural to find out the explanation method of this article and the sentences that illustrate the accuracy of the language. Before class, leave some time for students to discuss "Is the end of the article redundant?" Imagine "What will the author write if he continues to write?" ; Imagine designing "the campus beauty I yearn for in 2 1 century", and the students began to work one after another. Those who are good at drawing are outlined with colored pens, and those who are good at writing are described with words. Students write beautiful and colorful campus. Although immature, it shows from one aspect that students' imagination and aesthetic ability have been cultivated, and students' thinking space needs us to explore. I am encouraged by the shining sparks of wisdom on students.

If there is any deficiency, it is students' imagination, which needs to be cultivated. Einstein once said that knowledge is limited and imagination is infinite. Chinese teachers are duty-bound to expand students' knowledge, let students plug in the wings of imagination and benefit students for life.

Reflection on seven classroom case teaching of Suzhou Garden, the first volume of eighth grade Chinese.

(1) The student said, "I can't feel the beauty of Suzhou gardens."

As usual, I asked the students what else they had to say. After a silence, a boy raised his hand, but when he spoke, it was the first time. He said that he didn't feel a trace of beauty in this article. Although Suzhou Gardens is an expository, it is an expository about the beauty of Suzhou Gardens, and it is a classic of the great writer Mr. Ye Shengtao. How can it not be beautiful? Judging from the situation of the class and the children's learning feedback, I also think that the previous guidance, discussion and analysis are successful, and their reading grasp of the explanatory text is also quite in place. Unexpectedly, a stone stirred up a thousand waves, and his speech was echoed by everyone, saying that he felt the same. I was surprised by his question and everyone's performance, but I actually saw the brilliance in the eyes of many students because of this question.

At this point, my brain is running at full speed, and the teaching goal of this class has been successfully completed. Do you want to start this question? This problem is complicated, will it be difficult to grasp? However, laissez-faire may lose an excellent teaching opportunity, and failure to solve this problem may dampen his enthusiasm. Now that it has appeared, it is better to take the opportunity to guide it, and maybe there will be unexpected gains.

So, I decided to solve this problem, first make clear the situation: "What do you mean by ugly words or Suzhou gardens?" After the question was put forward, the whole class talked about it, and the final answer was both. The crux of the problem is clear. It may be valuable to spend more time doing something extra. However, I really don't know what to do. The children have mastered the knowledge of expository writing. What they don't approve of is the author's writing style, which I'm afraid can't be reversed by my blunt indoctrination. The distress bell rang, and I took the opportunity to announce the class was over. Please think about this problem carefully and discuss it next class.

(2) The student said, "I agree with you, but I reserve my opinion."

On the way back to the office, I heard a tinkling sound. At first glance, the school is renovating the flower bed in front of the teaching building to celebrate the school anniversary. The flower bed is surrounded by neat seasons, with a whole piece of green bluegrass in the middle and a tall and straight pine tree in the middle. It can be seen that western gardens pursue the beauty of artificial carving. On second thought, the flower bed style behind the teaching building is a typical natural beauty of the classical gardens in China, with several bamboo poles, numerous phoenix tails and several hibiscus flowers, which are strewn at random, green and beautiful. After reading this, my mind suddenly enlightened. This is an excellent teaching tool.

It's time for class again. Give the children ten minutes to look at the two flower beds in front of and behind the school, and let them tell me which one is more beautiful when they come back. The children naturally cheered, went to see it and couldn't wait to tell me when they came back. Of course, they prefer houping flower bed. Their reasons also show that they have a primary aesthetic taste and a certain understanding of China's classical garden culture. So, while the iron was hot, I asked them whether Mr. Ye Shengtao also held this view and looked for the answer from the text. Clever, they found a paragraph in the article at once: when Mr. Ye Shengtao introduced his good intentions of planting flowers and trees, he compared it to "pines and cypresses are like pagodas" and "roadside trees are like military parades". Let me ask again, in addition to this beauty, the author also introduced the beauty of Suzhou gardens, and whether there are such examples around us. After some digging, we found many jokes and recalled many beautiful scenic spots in our hometown. Looking at everyone's satisfaction, I asked them, "Is Suzhou garden beautiful?" At this time, there is a chorus: "beauty." After this discussion, students' appreciation of plastic arts has also been improved invisibly.

Solved a problem, and there is another question, "Is this article good?"

I began to ask again, how do you think such a beautiful garden can be better reflected? After a heated discussion, they think it is best to use the narrative of scenery, a large number of sentences with various rhetorical devices in the text, and use beautiful language to set off the beautiful garden. I deeply agree with this. Children whose views are recognized are more and more critical of Ye Shengtao's articles, thinking that his writing is too simple. I lead them to review the old knowledge: What are the linguistic features of expository writing? What is the author's purpose in writing this article? Do you feel the beauty of Suzhou gardens brought by the author's article? After some combing, the children suddenly realized that there were more than 100 Suzhou gardens that Mr. Ye Shengtao wanted to introduce. He compared and analyzed them one by one, found out the similarities and differences through their unique layout, and then explained them in concise, concise and plain language. How amazing! Moreover, this article is the preface of an album, so there is room for articles. The purpose is to keep people thinking and thinking. I also want to go to Suzhou Garden to enjoy the beautiful scenery in person. At this point, even though children don't appreciate Ye Shengtao's expository writing, they have at least got a knowledge: different readers express their works in different ways for different writing purposes.

Reflections on the teaching of Suzhou Gardens, the first volume of the eighth grade Chinese, 8 In our Xiaolan, students can usually see garden buildings, but it is not enough to appreciate them deeply. Most of them are just superficial articles. In fact, if you appreciate it carefully, there will be surprises!

China gardens are rich in traditional cultural connotations and are the treasures of our national culture. Therefore, when teaching this text, I think this class should not only teach students to learn to explain the text, but also let them learn to look at the garden from the eyes of appreciators, and then further observe it from the perspective of traditional art in detail, thus inspiring students' feelings of loving the garden, protecting the garden and protecting the motherland's culture. Although Suzhou Gardens is an introduction to Suzhou Gardens, its genre is expository, but its language is concise and vivid, with a kind of "picturesque beauty", which gives people a beautiful feeling. In my opinion, the teaching focus of this course should be to guide students to feel the beauty of Suzhou gardens and the language of articles. Before class, ask students to collect pictures and materials about famous gardens in Suzhou, so as to have a deeper understanding. In class, show some pictures to let students feel the beauty of Suzhou gardens and stimulate their interest in learning.

At the same time, through repeated reading and appreciation of key words, students' learning initiative is fully mobilized. In the process of independence, cooperation and exploration, they feel the characteristics of Suzhou Gardens "No matter where they stand, there is always a perfect picture in front of them", which constantly stimulates students' enthusiasm for learning and mobilizes their learning potential. Sweeping away the monotony and tedium of traditional expository learning not only enriches students' knowledge, but also stimulates their aesthetic feeling and revels in beauty. The teacher took the opportunity to ask the students to list some places of interest in the motherland. The students got excited and scrambled to say that the classroom atmosphere was active and patriotic education was given to the students in time, which further made them love the beauty of the motherland and improved their aesthetic interest, artistic aesthetic ability and comprehensive ability.

In teaching, how to guide students to grasp the characteristics of things to explain, and how to properly use the explanation method is not specific enough. Students are weak in these aspects, and there is little targeted training for students. It is not enough to guide students to contact life and deepen their understanding of the text; Students' ability to write expository essays is not ideal. I want to keep exploring in the teaching reform. In the teaching of expository writing, it is necessary to strengthen the relevant knowledge of expository writing, so that students can gradually deepen their understanding of expository writing, improve their comprehensive Chinese ability and make continuous progress.