Reflection on Nuwa's Teaching

Part 1: Female 娲 娲 天 teaching reflection wenwen

This is a mythical legend that tells the story of a woman who asks for rain to extinguish a fire, saves people by boat, and finds a colorful stone. The text is full of magical imaginations. It uses vivid and accurate language to shape the indomitable image of the son-in-law, and praises her spirit of dedication to save mankind. The focus of teaching is to guide students to understand the story of Nuwa tonic, to stimulate interest in reading mythological stories, and to cultivate imagination. I can tell this story in my own words after school.
When I was teaching, I firmly grasped the characteristics of mythological stories. I started teaching with the main line of "Why do female sons want to make up the sky?". In the introduction, imagination, and experience, I feel that the mythical figure is not afraid of danger and courageously dedicated. The great spirit, the infinite charm of mythology, and the interest of students in reading mythological stories.
Recalling the teaching process of the whole class, I feel that I have done the following successfully:
1. The introduction of the subject is full of mystery. By letting the students simply tell the known myths, the students know that there are many myths in our country. Then I will turn around and learn one of them today, and immediately lead to the topic, and then read the questions. Training, reading the words, so that students initially feel that reading the text should have feelings, reading questions and reading words should also have a feeling. I think that if we can train students' language expressions in this way, it will help improve students' language literacy.
2. Reading and understanding, "reading" throughout, always grasp the key words to read, read the feelings. For example, the last four sentences in the first quarter should read out the tragic scenes in which people are struggling in the depths of the heat. When the teacher introduces, he interprets the words "bear" and highlights the tragic scene.
3. Teacher-student cooperation, stimulate imagination, and feel mythological charm. In the first section of the teaching, I used the introduction, the division of teachers and students, and the group reading, which created a relaxed and pleasant reading atmosphere for the students. At the same time, let the students close their eyes and imagine the tragic scene in which people are in dire straits.

Chapter 2:

Mythological stories are precious treasures of folk literature and art in our country. Let students love to read and talk, and try to let students infiltrate into the atmosphere of this folk culture. From the perception, the edification, and the love are the starting point of our teaching. In teaching, I pay attention to letting "read" go deep into the classroom and fall into practice. My basic teaching method is from feeling to comprehension to accumulating and finally applying." The basic learning method I designed is to use reading as a basic means to promote understanding, promote sentiment, and acquire a sense of language.
First, in the process of advocating the humanity of Chinese teaching, paying attention to the students' inquiry learning process, strengthen the training of language and writing.
For example, in the first paragraph of nature, the description of the sky collapses, the teacher guides the students to experience the role of the words "bang", "black", "one road" and "a big fire", and feel the terrible humanity.
Another example: the teaching of the natural section of the third and fourth, the teacher guides the students to find out a series of verbs of the smelting of the sacred stone and the sky, so that the students feel the difficulty of the niece, and at the same time, the students realize that the series of verbs vividly express. The expression effect.
Second, the teaching of this lesson pays attention to the training of students' individualized and creative reading. The process of “female 娲 娲 天” in the text is the focus of teaching, so that students can read the feelings according to their own standards and habits, read the taste, and tell everyone about the harvest of their research and study with accurate and affective reading. Read the emotions and everyone listens to God. At the same time, using the "reading and speaking" way of communication is not only the result of the perception of reading, but also the training of natural thinking and reasoning.
The shortcomings are:
1. Due to too many readings of the text, the retelling of the text was not completed. You should jump directly to the process of filling the sky, and then let the students feel the quality of the son-in-law. I can read a bit more in the previous book, and it looks a bit nervous later.
2. I suppressed some of the students' questions and did not allow more time for the students to think. In the future teaching design, I should prepare more time for students to think independently, self-read and self-review, and question and solve doubts. The students should learn according to their needs and practice, so that students can learn and teachers are easy.
3, the classroom language is not rich enough, the incentive is not big, and each link is not tight enough. In the class, my evaluation is not rich enough for the students' answers, but there is also a lack of flexibility in the process of guiding.
Reflecting on this lesson, I still have a lot of deficiencies in the teaching process. For example, the ability to control in the classroom is not strong, the handling in many places is not flexible enough, and the evaluation language of teachers is not in place. This is also the place I want to learn and strengthen in my future teaching. The class is over, but the thinking is not over. Through this section, I understand that in the future teaching, we still need to work hard and exercise more open classes to exercise ourselves.

Chapter three:

"Nvwa Tiantian" is an intensive text in the eighth unit of the third grade. It is a mythical story that has been circulated in the ages. It is about the story of the ancient female murder in order to save the people who are in the heat of the water and risk their lives to make up the sky. Praise the brave and kind qualities of the son-in-law; the spirit of not being afraid of danger and dedication.
First, success, experience joy
1. The organization is clear and the objectives are clear.
In the course of teaching this class, I used Yongwei's "learning after school, training in the classroom" mode for teaching. First show the overall goal of this lesson, let the students first define the learning objectives of this lesson, then present self-study guidance, self-study guidance, and let students study independently around these two self-study guides.
2. Dig the blanks and guide the imagination:
The text of the text is easy to understand, and the key language of the character's spirit is not difficult to understand. For example, the words "a few days and nights, finally, risking your life, looking for it" are not esoteric, how to use it from the plain text. Excavating deep emotions, you really need to use the blank points of imaginary text mining. For example, I designed the filler to imagine that “Can you imagine what kind of life risk the son-in-law would risk?” “Can you imagine where the son-in-law had been looking for? "Cobblestone?" In this way, the text will be recreated to enrich the content and make the characters full.
When I was teaching the first paragraph of the article, I talked about why the son-in-law should make up the sky, let the students find out the relevant sentences first, and understand from the words that people are in the heat and then match the sad music. Plus reading aloud, let students have a feeling of being in the scene and deepen their understanding of the text.
In teaching, I recommend a book for extracurricular reading for students to apply. Only in this way, the ability of students to learn by themselves can be gradual, the self-confidence of students' reading will be more and more, and the accumulation will become more and more abundant. Then, when I extend into real life, there are people like women who are willing to give. Who do you think of? In order to achieve ideological education.
Second, regrets, improvement measures.
1. I have made the students read less in the whole class: What is the scene after the big piece of the sky is described in the first paragraph? It should be let the students understand it from reading. I also let the students read it, but the reading is not in place. I did not read the sad mood; when I was instructing students to read the key sentences of the niece and the confetti, they did not give enough time for the students to talk about the feelings, and did not give enough time for the students to experience the pleasure of reading. Feeling, did not appreciate the process of reading, the whole class, the class seems too loose.
2, the lack of teacher reading: third-year students can not read the feelings when they start reading, most of them are singing, which requires the teacher's guidance, so the teacher's reading is essential, this lesson is especially the soundtrack When reading and looking for stone and stone, the teacher will read the text and the students will deepen their understanding of the text and develop good reading habits.
3, group cooperation in the form: When learning self-study guidance, I let students learn in the form of group cooperation, but the cooperation is not effective. The students are also surrounded by one, but they did not discuss the issue. They reported their opinions and did not achieve the purpose of cooperation and exchange.
4, the time is not properly grasped: the entire section of the design of the time is lacking, the first natural section used more time, in fact, let students read that people live in the heat of the day. It’s a bit difficult to design a woman’s question for people to do a few things, so that it takes a long time to use it. Later, I don’t dare to let the students read more, so I don’t have enough time in the last session. However, it can only be rushed to an end and did not meet the expected goals.
Finally, I want to say that "language is very important. It is not only a tool for each of us to learn, to live with, but also to carry rich emotions, profound thoughts and human civilization. Language learning is about forming a person's character, one person. The foundation of the cultivation of a person's responsibility to society and the ability to lifelong education in the future has an important foundation, so we should be proud of being a language teacher!

Chapter 4:

After a day and night of preparation, I tried two trials. Today, I coached the "Nvwa Buddhism" lesson in the district "翱翔杯" qualifier. "Nvwa Filling the Sky" is the 31st lesson of the third grade of the Compulsory Education Curriculum Standard Experimental Textbook. This is a mythical story that has been circulating for thousands of years. It is about the story of the ancient son-in-law who risked his life to make up the sky in order to save people who are in dire straits. Praise the brave, kind, and not afraid of danger and dedication. The focus of the text is to understand how the son-in-law is risking his life and overcoming the difficulties and making up the sky. The difficulty is to experience the brave spirit of the son-in-law and the noble character who is helpful and helpful, and to feel the rich imagination of the working people of ancient China.
First, a solid foundation, clever solution.
The instrumentality of the language determines that our teaching is to be solid, and the word one word is like a solid foundation for the same one. Reading the quasi-words, reading the sentences is the basis for learning the text, and is also the basis for learning the language.
After reading the text, I showed three sets of words, which let the students read the meaning of the words, and read the words that are difficult to read and easy to read. The word "smelting" is the key point of teaching. The word "metallurgy" is easy to be confused with "governance". I first let the students distinguish the two words, and notice that "metallurgy" is next to two waters, and the words "ice, cold, condensation, cool", etc. The meanings are very similar, all related to liquids. I think students must have the same questions as me. So why is "smelting" two waters? I found out that the original intention of "melting" was to resolve the problem, to dissolve it into water, and later to smelt the metal and smelt the metal into a liquid. If you don't find the information, you can't really associate "smelting" with his original intention. After the explanation, the students seem to understand some, but the word "smelting" is still far from the student's life. So, I asked the students to find the sentence of "smelting" in the text, read it, think about it, the son-in-law specifically What is in the smelting, the student contact context understands, the son-in-law smelting the colorful stone into a very thick liquid is "smelting." The reason why the word "smelting" is fascinating is because this word is a new word in this lesson, and it is really difficult for students to understand. Therefore, the next step is to guide the writing, so that the word "smelting" is firmly printed. In the minds of the students. I think that this part of the teaching is very solid, and it is precisely because it is solid and effective, so it is also very shiny.
Second, imagine the picture, feel terrible.
The first natural section of the text depicts a terrible picture after a disaster. From the portrayal of the text, the student does not seem to feel how terrible the scene at the time. During the three teaching sessions, the students did not read the terrible feeling. I led the students to think: "What might this raging fire burn? What might the floods wash away? What do you see? What have you heard?" I also guided the students to imagine the reproduction of the disaster picture seen in life. The picture, but did not achieve the expected teaching effect. Why is this? I don't think the students are still integrated into the text. The words in this line are still words, no life, no pictures, no mobilization of his existing life experience, or that this scene is too far away from the student's life. This kind of horror, this disaster has nothing to do with him.
How can it make students feel this terrible? Use sound effects? Lightning thunder, mourning music? I found some things that I don’t think are appropriate and don’t match this text. Use pictures? The pictures that can be found about disasters are certainly modern, high-rise buildings, rubble ruins, and always feel uncomfortable here. What should I do? Is it still necessary to use the language method, the students can't read the horrible, I use my infectious language to describe the students' imagination, incite the students' emotions, help the students to see a sky in the mind, the water is hot. The picture of struggling.
Third, the word analysis, feel the hardships.
It is a difficult process for the niece to fill the sky. The third natural section of the text focuses on the difficulty of the niece looking for the pebbles. I guided the students to taste and read aloud by grasping the words that the son-in-law could find the hardships of the colorful stone. The students found the key words of “zero stars”, “a few days and nights”, “find, find,” and “finally”, and read a little hard feeling through the changes in tone and speed of speech, but now In retrospect, this kind of reading is too skillful and emotionally weak. If you add some fillers, can you imagine the hardships of the son-in-law looking for cobblestones? For example, "Looking for it," where did she go to find it? The most important thing is that because of my bias in understanding the text, I only pay attention to guiding the students to feel the myth of the myth, but not paying attention to guiding the students to feel the fear of the son-in-law, selfless dedication, attention, but attention Not enough, done, but done superficially, just a little water.
Fourth, go into myths and feel magical.
This is a mythical story. I have been thinking about such a text. What should I give to the students? That is, where is my teaching goal positioned? I think it is necessary for students to experience the magic of myths and legends. The power of the son-in-law is embodied in the fourth paragraph of the text. I guided the students to feel through reading and grasping the actions of the son-in-law. "The son-in-law put it in a large basin, and went to the horizon, aiming at the big black hole, pouring it up, seeing the golden light, the big hole was immediately replenished." This simple one end One-on-one splashing, the golden light is shining, the big hole is immediately replenished. This seemingly easy movement is something that ordinary people can't do. This is the power of the son-in-law. Especially the "splashing" action, as well as the "golden light" and "immediate" two words can best reflect the power of the son-in-law.
Feel the magic, the important thing is to let the students read the magical taste, the students noticed the important words, or reread or speed up the speed of speech, read a little taste, but let the listener feel the magic is still far away . I think this part can be read exaggerated? Read the taste of a review book? Especially the "golden light", is it better to have a long sound effect for each word? Students can't think of it, let the students feel the magic and feel different readings through the teacher's reading, so as to imitate the learning of this unique and ingenious reading.
For this text, I have not found a feeling of likeness from beginning to end, a desire to embrace it, an impulse to read to the students immediately. After the teaching, I have thought a lot. Some places have the idea of ​​re-teaching, but I still worry about these places, I noticed that I am more nervous when I am doing time. Some places are still very confused until now. I don't know how to use them. What kind of strategy can achieve better teaching results.
Although I thought I felt very relaxed during the teaching process, the teacher and the teacher said that the traces of my teachings were very heavy. The observers were clear and the self-feeling was very good. This shows the seriousness of the problem. I have been working hard to get close to the students. Note students, do not lead students along the way I pointed to, but actually teach for the students' learning, the foundation of the students' development.

Chapter 5:

In the course of this lesson, I did the following:
First, pay attention to the efficiency of the classroom. In the reading teaching of this lesson, there is not only the learning of the content of the class, but also the understanding of the characteristics of the mythical story. Not only pay attention to the understanding of the key points, but also choose to pay attention to the relevant content; not only implement the reading-oriented teaching strategy, but also pay attention to the use of various teaching methods such as imagination, contrast, text fillers; reading pays attention to a variety of feelings , paying attention to the progress of the reading level.
Second, pay attention to the implementation of the three-dimensional teaching objectives. Knowledge and abilities, processes and methods, attitudes, emotions, values
In this lesson, I paid attention to the implementation of the three-dimensional goal. Students continue to study, imagine, and perform training in the study of knowledge. The ability is exercised and improved in the teacher's encouragement and appreciation. The process of learning reflects the process of cognition and the process of emotional development. Why do you want to make up the sky? How to make up the sky? What is the result? Formally derived from the process of development of things, it is also in line with the general cognitive process of human beings. It’s terrible to break the students’ feelings from the sky, and the fear of human beings is so eager to save people, so that they can find the colorful stones, refine the colorful stones, and finally the happy mood after the success of the sky. Presenting the development of emotions. At the same time, students are interested in the learning process, positive thinking, bold imagination, enthusiastic participation just shows their strong interest in learning and the valuable awareness of the owner's independent participation in the study, the students feel terrible because of the daybreak, through Imagine being in the story, feeling the hardships of the son-in-law, happy and happy with the success of the sky. Isn't this the most sincere emotion of the children? If the mythical story cannot be correctly guided, the student's understanding may stay in the mythical story itself, and even believe in the mythological content. I believe that there are sons and daughters, and the son-in-law is muddy, and the son-in-law really fills the sky. It is better to have a book than to have a book, and the student will fall into idealism and have a superstition. I asked the students in due course: "Is there really a son-in-law? Is there really a girl who is going to make up the sky?" So that students are suspicious of this matter, the teacher told the students that this is a myth, but why the mythical story will Has it been passed down to the present? That is because human beings are not developed due to scientific conditions, a good yearning for helplessness in the face of disasters, praise for the noble spirit of the son-in-law, and a desire for happiness. After extending and expanding, students will have a correct and profound understanding of the spirit and quality of the Nuwa Tiantian, which will help students develop a lofty ideal and strive to be like a son-in-law. benefit.
Third, the development and utilization of curriculum resources. Textbooks are only a reference. How to use good texts should be a question that every coach should think deeply. From the point of view of the article itself, it is an interesting mythical story, but we have to think about the story of the story of Nvwa Buddhism, which is still familiar to me. Why? Therefore, we should also unearth from the son-in-law the son-in-law's superb power, not afraid of difficulties, and the noble qualities and great spirits that benefit mankind. In order to expand the spirit of the contemporary women, such as Premier Wen Jiabao to the front of the Wenchuan disaster area, the white angels insist on the front line of SARS, the people's children are unconcerned, and the selfless dedication of environmental guards are “contemporary son-in-law”, thus giving the son-in-law a modern meaning of renewal. .