Reflection on the Teaching of Great Wall

Part 1: Reflection on the Teaching of the Great Wall

The Great Wall is mainly to let students understand that the Great Wall is a world cultural heritage, to appreciate the greatness of the working people of ancient China, and to inspire students' national pride. However, I feel that the Great Wall has a certain distance between the emotional and spatial aspects of the current fourth grade students. Therefore, when designing the teaching of this lesson, I focused on finding the central sentence, and then Gradually complete the teaching tasks. Through today's teaching practice, I feel that this treatment is quite appropriate.
Find a miracle and feel the length of the Great Wall.
First of all, ask the students to read the full text and talk about what kind of impression the Great Wall has left for themselves. After reading the text, the students realized that the Great Wall is very long. We discussed the specific written sentence of the Great Wall from the east to the Shanhaiguan West to Jiayuguan. The provinces, as well as the words such as "13,000 miles", then I added to the students that there were people who walked the Great Wall on foot and spent more than two years, so naturally "more than 13,000 miles" It is transformed into a student-perceived image. The students walk out of the text and enter the text. They have a sensible and rational understanding of the length of the Great Wall.
Second, look for a miracle and feel the tall and strong of the Great Wall.
For the handling of this paragraph, I feel that students should be able to read the text and make full use of the textbook resources. I will use the multimedia to present the Great Wall close-up map, and then use the tour guide group to introduce the students, and ask the students to read the text silently while comparing the small maps on the map. The names and locations of the various parts of the Great Wall are marked. In this way, when students read the texts, the texts and texts are compared and read, so that students have a support for understanding the text. On this basis, the students' understanding of the Great Wall is deepened. After reading the text, the understanding of the tall and strong of the Great Wall is also a matter of course.
Three to find a miracle, to experience the greatness of the ancient working people.
This is the most difficult place to deal with. How to let the students realize that the Great Wall is the crystallization of the sweat and wisdom of the ancient working people in China, I once again let the students read this natural paragraph, talk about the deepest sentences you have experienced, and then grasp the "lift" The words "steep", "numerous" and "two or three thousand pounds" inspire students to use existing knowledge and experience to experience, especially "two or three thousand pounds". I asked them to talk about their weight, which is quite a stone. With the weight of our classmates, with such a contrast, the students have a deeper feeling of the boulder, and they can better understand that the ancient working people raised their hands on the steep side without a train, no cars, no cranes. How difficult it is to work on the mountains, and to appreciate the greatness of the working people. On the basis of full explanation, I asked the students to write their own praise poems or associations. The students wrote: The Great Wall is from the Shanhaiguan in the east, and the tall and strong home. The working people are more intelligent and majestic and discouraged by the world.
Reflecting on this lesson, I feel that there are areas for improvement:
First, the reading of students still needs to strengthen guidance. When students are reading aloud, they can't express their understanding of the text through their own tone. The sound of the outstanding performance is not enough.
Second, the generation of the classroom is not particularly appropriate. We discussed that the Great Wall is a glorious legacy left by our ancestors. One student said that we should thank Qin Shihuang, who let the working people build the Great Wall. In response to this problem, I just returned to the text and guided the students from working people. The bloody sweat is built and I feel that my guidance is superficial. This is also a negligence in my teaching today.
The teaching of the Great Wall is over, but this class has given me a big touch. From my personal point of view, I prefer this kind of text, like the atmosphere of it, like it is simple and clear, this is also today’s Reflection on the class

Chapter 2: Reflections on the Teaching of the Great Wall

The fifth unit of the seventh volume of the PEP is a set of texts on World Heritage topics. This unit's article shows the charm of Chinese culture and is a window to lead students to understand China's "World Heritage." Among them, "Great Wall" is the first part of this group of texts. The purpose is to let students understand the Great Wall, feel its grandeur and the ingenuity of the working people of ancient China, and inspire national pride. The text consists of four paragraphs, according to people's observation and thinking development: look at the Great Wall - close to the Great Wall - Lenovo ancient working people - praise the Great Wall and the ancient working people.
During the lesson preparation, I will focus on this lesson: understanding the greatness and strength of the Great Wall in reading, and feeling the majesty of the Great Wall; understanding the Great Wall is a great miracle in the history of the world, and understanding the thoughts and feelings expressed by the author. Learn from far and near expressions. In the class, I used the pictures to let the students feel the characteristics of the Great Wall and the blood and sweat of the working people in the full sentence.
The text focuses on the two characteristics of the Great Wall. It looks like a long dragon at a distance, and looks tall and strong. When letting students learn these two characteristics, I try to start with the picture and then go back to the language to chew and read. For example, when studying the Great Wall, I first let the students look at the pictures, talk about the feelings, and then grasp the language and words "more than 13,000 miles, circling" and so on. As for the "13,000" lesson in the form of digital only in front of the students, I feel too thin, so I designed to understand the word from two aspects. First, seize the text “From the three customs of Dongtou to the Jiayuguan of Xitou”, let the students go to the map to find the provinces and cities that the Great Wall passes through, let them feel how long this number is. The second is supplementary information. Once there was a person walking the Great Wall on foot and sharing 508 days. This concept of digital is suddenly thickened in the hearts of students.
In understanding the greatness and sturdiness of the Great Wall, I first let the students understand the structure of the Great Wall through the paintings. Where are the "scorpions, scorpions, shots, and city stations"? What is the use? This is for the students to understand the "working people's Wisdom has buried the foreshadowing. Grab the "stones, city bricks" to add things to reflect the height and strength of the Great Wall. However, in the process of implementation, the students' feelings are still too simple. The students don't understand the Great Wall, and I have added a lot of extracurricular knowledge. I feel that the book knowledge and the expanded knowledge are not organically integrated and brought to the students. The impact is not strong enough.
After understanding its characteristics, on the basis of understanding, read and feel its majestic momentum. Taste language, the verbs of "station", "step" and "help" tell us that the author saw the Great Wall personally contacted the Great Wall, and the resulting association was "natural". On the basis of understanding, Lenovo teaching guides students to ask questions again and engage in full dialogue with the text. For example, I realized that "how many working people's blood and sweat and wisdom have condensed into the Great Wall of China, which is not seen before and after the end." In this key sentence, I consulted a lot of materials before the class to help students understand "how many... ". On this basis, the students are guided to grasp the key words and sentences to understand the sweat and wisdom. Such as: "innumerable", "two or three thousand pounds"; "no ... no ..."; "numerous ... countless ...", "step by step". Repeated reading in various forms guides students to experience the blood and sweat of countless ancient working people when they built the Great Wall. After the words and sentences, they gave students unlimited imagination space. Through this thick brick, what do you see? What? It creates emotional resonance and it is not easy to understand the Great Wall architecture.
At the end of the lesson, I quoted the celebrity’s feelings after boarding the Great Wall:
Former US President Nixon: Only a great nation can create such a great Great Wall.
Former President of Israel: The designer is too great, and the Great Wall is worthy of a miracle of the world.
Former Russian President Boris Yeltsin: This is the greatest project in the world. I have never seen a similar masterpiece elsewhere!"
What do you most want to say in the face of this Great Wall? Let the students practice small pens. The students wrote it quite well.
Chinese classes are inseparable from the training of solid language and words, but in the classroom, there is always a sense of language, how to have a level of training, so that students' language and emotions culminate in repeated improvement, let the textbook deconstruct In the process of continuous restructuring and construction. If you are learning "just look at the countless stones, one piece has two or three thousand pounds. At that time, there are no trains, cars, no cranes, and you rely on countless shoulders and countless hands, step by step to lift this steep "Mountains." I seized the words "single look, countless, two or three thousand pounds, no ... no ..., countless ... countless ..., step by step" and other words to make students feel the difficulty of the Great Wall building and The countless blood and sweat paid by the working people. Although the students' emotions have been made, they always feel that reading and understanding are not deep, there is no hierarchy, and the way of perception is relatively simple, and the climax of students' emotions is not bursting.

Chapter 3: Reflections on the Teaching of The Great Wall

The Great Wall is mainly to let students understand that the Great Wall is a world cultural heritage, to appreciate the greatness of the working people of ancient China, and to inspire students' national pride. However, I feel that the Great Wall has a certain distance between the emotional and spatial aspects of the current fourth grade students. Therefore, when designing the teaching of this lesson, I focused on bringing students and text closer. Through the emotional distance between the two, through the teaching practice today, I feel that this treatment is more appropriate.
First, feel the majesty of the Great Wall. First of all, ask the students to read the first paragraph of nature and talk about the impression that the Great Wall has left for themselves. After reading the text, the students realized that the Great Wall is very long. We discussed the provinces that need to pass between the west of the Great Wall and the Shanhaiguan to Jiayuguan. I feel the length of the Great Wall, and then I added to the students that there were people who walked the Great Wall on foot and spent more than two years, thus transforming "more than 13,000 miles" into a student-perceived image, and students walked out. The text, in turn into the text, a back and forth, has a specific perception of the length of the Great Wall.
Second, feel the tall and strong of the Great Wall. For the handling of this paragraph, I feel that students should be able to read the text and make full use of the textbook resources. There is a small map of the Great Wall in the book. So I took the method of silent reading and asked the students to read the text silently while comparing the small pictures. On the map, the names and positions of the various parts of the Great Wall are marked. In this way, when the students read the texts, they compare the pictures and texts while reading, so that the students have a support for understanding the text. On this basis, the students deepen the students to the Great Wall. Understanding. After reading the text, the understanding of the tall and strong of the Great Wall is also a matter of course.
Third, experience the hardships of the ancient working people. The emotional distance between this and the students is very large. How to let the students realize that the Great Wall is the crystallization of the sweat and wisdom of the ancient working people in China. Let me first read this natural paragraph, talk about the deepest sentences you have experienced, and then grasp Live words such as “lifting”, “steep”, “numerous” and “two or three thousand pounds”, inspiring students to use existing knowledge and experience to experience, especially “two or three thousand pounds”, let me first talk about their weight The stone is equivalent to how many children we have. With this contrast, the students feel deeper in the boulder, and they can better understand that the ancient working people raised their hands without a train, no cars, no cranes. How difficult it is to work on this steep mountain, and to appreciate the greatness of the working people. On the basis of full explanation, I asked the students to close their eyes and listen to the teacher to read what they imagined. It seems that they can see what kind of pictures. Some students seem to have seen many people carrying a huge stone and walking hard on the mountain road. It seems that some people have accidentally dropped the cliff. Some people seem to see that the supervisors use the whip to beat the workers. Some say that they seem to have tears in their eyes and they are still working. The student said, I feel that the students have emotionally broken the distance between time and space.
Reflecting on this lesson, I feel that there are areas for improvement:
First, the reading of students still needs to strengthen guidance. When students are reading aloud, they can't express their understanding of the text through their own tone. The sound of the outstanding performance is not enough.
Second, the generation of the classroom is not particularly appropriate. When I felt the sturdiness of the Great Wall, one student said, I think the Great Wall can't resist the enemy's aggression. The enemy will use hooks to hook up the walls of the Great Wall and climb up. When the question is said, the class students immediately open the pot and oppose the sound. One piece, many students stand up and refute. Everyone builds on the steep cliff from the Great Wall to refute him to prove that the enemy is not coming up. There are also students who say that the soldiers will monitor it at any time. It is impossible to hang up the hook. The result is here. It took a lot of time on one part, which caused a waste of class time. There is another place where we discussed that the Great Wall is a glorious legacy left by our ancestors. One student said that we should thank Qin Shihuang, who let the working people build the Great Wall. For this problem, I just returned to the text. Guide students from the blood and sweat of the working people, and feel that their guidance is a bit superficial.
Third, it is not enough to guide students to understand the strength of the Great Wall. The main guide students to understand the function of the lookout mouth, the mouth, the city platform, but also let the students read the painting of the Great Wall, but in the end did not lead the students to make an overall perception of the composition of the Great Wall, which is also a negligence in my teaching today. Where.
The teaching of the Great Wall is over, but the touch of this lesson is relatively large. From my personal point of view, I prefer this kind of text, like the atmosphere of it, like it is simple and clear, this is also today One of the reasons for reflecting a lot in the lesson.

Part 4: Reflections on the Great Wall after class

The Great Wall is the first lesson in the fifth module of the Human Teaching Edition. This text, as the first window to lead students to start China's "World Heritage" journey, not only shows the majesty of the Great Wall, but also praises the hard work, wisdom and strength of the working people of ancient China, and expresses national pride and The love of the motherland. So how to inspire students to understand the characteristics of the Great Wall and to experience the diligence and wisdom of the ancient working people and our pride as a Chinese?
Zankov once said: "When the teaching method touches the students' emotional and willing fields and touches the students' spiritual needs, this teaching method can play a highly effective role." If the teaching is introduced, the situation can be adopted according to the text content. Heuristic introduction can impact the students' minds, form their psychological suspense, attract their attention, students have an eagerness to clarify the problem, and drive them to study the text carefully.
At the beginning of the class, I asked the students to read the inscriptions of the world's heads of state dedicated to the Great Wall: the designer is too great, the Great Wall is a miracle of the world! Only a great nation can make such a great Great Wall! The greatest project in the world, I have never seen a similar masterpiece elsewhere!
After listening to the inscriptions of these heads of state, how do you feel? Yes, we are proud of being a Chinese child, but as a descendant of the Chinese nation, how much do you know about the Great Wall? You know why the Great Wall condenses the Chinese millennium Civilization, wisdom and strength? Today, this "great miracle" is in front of us, let us go and see.
Under my careful design, through my passionate reading, I am immersed in the great Great Wall and naturally want to understand - what is the Great Wall, why is it causing such a big sensation? The situation is harmonious, the learning reaches a strong state, so that students can fully devote themselves to learning.
In the classroom, I used the design of the palindrome teaching to guide the students to find the words of the Great Wall: "This kind of majestic project is a great miracle in the history of the world!" Then, this sentence became my class. The central sentence that is repeated in teaching. Next, guide the students to understand the sentence from time to time, from the perspective of the Great Wall, the Great Wall, and the great people who built the Great Wall. The students' understanding of the central sentence is progressive, and reading is also more passionate than once. In particular, it is learned that "there are two or three kilograms of weight in a single look. There is no train at that time. Cars, cranes, but relying on countless shoulders of countless hands, step by step to lift the steep mountain of the injured." Let the students read their own experiences: Can you understand how the working people at that time were on the steep mountain? The students said that they were unexpectedly good, and some said, "I seem to see a lot of people bending over, face. It’s all sweat.” “Their hands were worn out of blood and their feet were worn out”... The students imagined and boldly talked about their feelings and said that they had achieved good teaching results.

The fifth part: "Great Wall" teaching reflection teaching plan design

The text "Great Wall" is the second text of this book. Before class, I asked the students to do a full reading of the text and complete the preparatory work on their own. Throughout the whole class, I felt that the enthusiasm of the students and the passion for the texts were fully mobilized. Mainly the content of the text has a certain connection with the student's personal experience. The important thing is that some training in the class is based on the content of the text and combined with the actual life of the student. In addition, the teacher's emotional reading of the text is guided by the teacher. The production resonates with the students, thus making the students passionate.
From the point of teaching the first and second natural sections, and then teaching the three or four natural sections, if you can let go, let the students talk about the feelings in the full text. I believe that the students can talk more and talk about the feelings. It will be more fulfilling and deeper.
When students speak, there is a lack of cooperation between teachers and students. Class students are anxious to express their opinions and opinions, while ignoring the speeches of other students and ignoring the teacher's explanation. Although such a classroom seems to be eager to learn and active, it does not allow students to have a deeper level of improvement and sublimation in the understanding of the content of the text and the experience of the text. This is also the place where I should focus on training and correct training in future teaching.
This is an article that looks at the picture and text. The third-grade training focus teacher reads the article and wants the picture, so this training cannot be ignored in the teaching process of this article. The missing link in this lesson is to read the texts emotionally while imagining the scenes and pictures depicted in the text. The design that combines the emotional reading and the training of students' reading and writing "can you think of the scenes of the working people who built the Great Wall at that time?" Students should be guided to read the text of the article, so that students can form abstract images in the brain.
The new curriculum reform requires alleviating the burden of students' academic work, which requires teachers to improve the quality of teaching and reasonably increase the capacity of classroom teaching. This class has some delays in the allocation of time, so that the exercises can not be completed within 35 minutes of the class, and can only be left as an assignment after class. Therefore, the teacher should have a deeper understanding and study of the outline, curriculum standards, and teaching materials. On the basis of grasping the teaching materials, the students should be aware of the situation, and what level can be said for different levels of students. What level should be answered, teachers can only have targeted guidance, and standardize their own teaching language, better control the classroom, and improve the quality and speed of classroom teaching.
In short, the picture can not ignore the reading of the article, but also to train the students to develop associations in the observation; find the resonance points associated with the students from the text, stimulate the students' interest; read and write, understand the content of the article, While experiencing thoughts and feelings, we must also combine the learning and training of writing; in combination with the specific situation of students, carry out targeted teaching and training. The most important thing is that teachers should carefully prepare lessons, and the theoretical basis, textbook text, and student situation are equally important.