Reflection on the Teaching of "Shenxiang Save the Mother"

Part 1: Reflection on the Teaching of "Shenxiang Save the Mother"

"Shenxiang Save the Mother" is a vivid myth. Before the class, students were organized to watch the cartoon "Lotus Lotus" adapted from this story. The students’ hearts have been admired by the people’s small ambitions and the agarwood that is not afraid of danger. They are already familiar with the story. How to let students internalize the external image into emotions and feel the feelings of language and words?
When I learned the second paragraph of the text "Shenxiang Save the Mother", in order to let the students deeply understand the agarwood is not afraid of difficulties and obstacles, and to save the mother's ardent will, I closely follow the "don't care" as the eye, let the students carefully read In order to save her mother, Shen Xiang "doesn't care" at all? Taking this as an entry point, leading the students into the text, focusing on "I don't know ------ don't know ------, fill the hunger, hold, grind out a blood bubble, draw a blood mark" Words and the intensity of dialogue between college students and texts, guide students to read aloud, savor, and further enhance the understanding of the text through communication. "Agarwood doesn't care about climbing long distances and wading." "Agarwood doesn't care about going hungry along the way, dining and drinking." "Agarwood doesn't care about so many blood bubbles on his feet, so many blood marks on his body." "He doesn't care about the road." All kinds of dangers." ------ Students interpret the text with the soul, recreate the text, and obtain a full emotional experience from the text. At this time, the accumulated emotions are sublimated and the deep connotation has been refined. It’s a matter of course. So, I gathered these students' emotions into a gushing point: "Children, Agarwood was only 15 years old at the time. Faced with so many difficulties, so many dangers, the teacher could not even think about it, but the agarwood is not only one by one. Overcome, and still "do not care at all", from here, what do you feel?" The student's answer once again set off the climax of the classroom, the so-called "paper on the end of the light, the heart knows the beginning of deep."
At the end of the teaching, a continuation was designed. Q: "Agarwood and his mother met, what would he say? What is the mood?" The student replied: "Agarwood is very excited. He said: 'Mom, I finally saw you. The student broke away from the text. So at this time, I designed myself as a "mother" and took the student's hand and said, "My child, my mother can see you!" The student was very excited and looked at my eyes and said, "Mom, I am day and night. Thinking of you, you have suffered so much. In the future, we will never be separated again!" It can be seen that in design, not only must we dissolve ourselves into the role, but also design students into roles, with more emotional emotions, classroom The students will only tell the words of emotion, and there will be touching scenes.

Chapter 2: Reflections on the Teaching of "Shenxiang Save the Mother"

This lesson is the second part of the mythical story "Shenxiang Save the Mother", which records that Shen Xiang is not afraid of danger and danger. The filial piety of the mother-in-law has moved the immortal. With the help of the immortal, he defeated the fierce Erlang God and tried to rescue Huashan and rescue his mother.
When teaching the first natural section, grasp the key word "running away" to pay special attention to the mother. When teaching the second natural section, by expressing the words and sentences such as “turning over, crossing, scribing, and grinding out”, the expression of agarwood in order to save the mother from fear and danger, and the spirit of going forward, thus showing the fragrant and filial heart. . In the second nature of teaching, the focus is to guide students to grasp the "do not care at all" to guide students to discuss. What does he care about? Why doesn't he care? Thereby deepen the understanding of the text.
In the second natural section, Shen Xiang saved her mother's heart and paid a lot of hard work. At that time, I tried to let the students use the idiom to summarize the hardships of Aquilaria. At that time, the students could say the words “thousands of hardships”, for the “scarred, wading through the mountains” The three words “meal and drink” are less flexible for students.
When teaching the fourth nature, guide students to observe pictures and contact courseware, imagine the touching scenes of the mother and child reunion and the language of the characters, cultivate students' imagination and creativity, and then focus on reading. For "劈", students can perform the meaning of this word and fully carry out the practice of speaking. When the mother and child reunite, Shen Xiang will say _____ to the mother, and the mother will say _____ to Shenxiang. Because the guidance is not in place, the students' speaking is just a few words of dry words. After class, think about it, or because the students' feelings are not deepened during class, so that the students' feelings are not rendered.

Chapter 3: Reflections on the Teaching of "Shenxiang Save the Mother"

When I was teaching the lesson of "Shenxiang Save the Mother", according to the lesson plan, I asked the students to read the third paragraph naturally: Dad saw the son's thoughts and said: "Jiro's heart is hot and powerful, and you are an 8-year-old child. How can I deal with him?" Shen Xiang looked at the old father and silently clenched his fist. After reading, I asked the students to talk about what they had read. I don’t know if the question was too general or too high. The student’s answer was not satisfactory. At this time, Wu Zhengtao stood up and answered: “Shen Xiang was 8 years old. Why is his father an old father?" It should be said that his answer slipped away from the track of the question, but his answer changed my original instructional design because I thought of Xuefagen’s class and thought of him. With a characteristic reading, Wuzhong reading, why don't I let students understand the words according to the words? With the feeling of trying, I asked the students to answer Wu Zhengtao's question first. Some students said that because Shen Xiang had been living with Dad, Dad was very hard, so he was old, and some students said that Dad often misses his mother. ...... The student’s answer has eliminated my fear. I asked the students to talk about their understanding according to the word “silent” and let the students talk about the experience of the word “tight”. The students said that the head is the same as the previous one. A dull judgment is two different things.

Part 4: Reflection on the Teaching of "Shenxiang Save the Mother"

"Shenxiang Save the Mother" is a text in the fourth unit. Aquilaria has many good qualities, such as being strong, hard-working, hard-witting, and inferior, but considering the theme of this unit, "human relationships," Positioning all the qualities of Aquilaria on one point is his filial piety towards his mother. It is his love for his mother that prompts him to overcome all difficulties and obstacles. He has experienced many hardships and finally rescued his mother. In the end, I will determine the teaching objectives of this lesson as the following three points:
1, will write "rescue".
2. Read the text correctly and fluently.
3, carefully understand the quality of agarwood.
At the end of the class, I will pay attention to the iron and iron. In this lesson, I will focus on the language and language training in the teaching design, embody the "Chinese flavor" and make some attempts in the following aspects:
1. Strengthen the teaching of words.
Word teaching: using the method of classifying words. I divided the words of the text into two-word words, four-word words and ABB-style words to strengthen accumulation.
Synonym teaching: Combining the specific sentences of the text allows students to fill in the blanks with “touching” and “exciting”, understanding the differences between the two words, and cultivating students' good sense of language. And with the filial piety of Shen Xiang moved the immortal. This sentence introduces the key sections of the text.
2, the focus is prominent, to read the lecture
In the process of perusing the text, directly cut into the second paragraph of the key section of the text, guide the students to read on their own, while reading and drawing the words and sentences that best reflect the filial piety, and then express them through their own reading. In the fourth paragraph of teaching, the method of reading and speaking is also adopted. The teacher's role is to focus on how hard the students have experienced the agarwood experience, and how to think about the mother day and night, through the soundtrack reading, the teacher's reading method strengthens the reading aloud. training.
3, the expression of body language
The root of language is in language, which should let students appreciate the beauty of language and realize the different meanings expressed by different languages. In the second paragraph, I used the method of word comparison to guide students how many “studies” and “several seats” would “how many roads” and “several roads” would “one by one” and “one” would be “together” “One” is compared to feel the meaning of the words, and further feel the suffering of the agarwood.
For the understanding of the word "日思夜想", let students combine the actual imagination of agarwood when do you want to be the mother most during the day? How do you miss your mother at night? Since students have missed their mother's personal experience, it is easy to stimulate the students' emotions and then express them through reading.
Insufficient in the classroom:
1. Due to the differences in student preparation, when reading words, individual students have obstacles in reading and reading. In the process of correcting mistakes, they spend a lot of time, so they seem to be rushed when dealing with the texts. When students find the most filial filial piety In the sentence, I did not let the students combine their own experiences to talk about the feelings after reading.
2, drag the church. Because I have already finished class, it is rushed for students to imagine what they will say when they meet.
3. The lectures led by the teachers in this class are relatively heavy, and the classroom production is not rich enough.
4. There is less content in the teaching of raw words. This class only writes one new word, a little less, and should write one more.
5, the wording guidance is a bit broken. Students can start with the whole, observe the position of the left and right structure of the word in the field character, and understand that "rescue" is a word with the same width and width, and then emphasize the key strokes.
6. At the beginning of the lesson, let the students briefly say the story of "Shenxiang Save the Mother" in three to five sentences. This requirement is too high. For the second-year students, it is good to be able to repeat the text. From the perspective of the results of the students’ responses in the classroom, this is true.

Chapter 5: Reflections on the Teaching of "Shenxiang Save the Mother"

"Shenxiang Save the Mother" is a folk myth and legend. This article is the first part of the story. It is written that Shen Xiang learned from his father that his mother was swayed by the heart of Erlang, and he decided to save his mother, so he went to the mountains to learn and practice hard. Finally, I practiced a high-powered martial arts. When Teacher Xu was in this class, I felt that I had the following three aspects worth learning.
First, create a situation, experience emotions
The story of "Shenxiang Save the Mother" is no stranger to the students, but the description of the text is relatively simple. If you just stay in the description of the language, the students' experience will not be very profound. Therefore, in the teaching process, Mr. Xu created a good situation, let the students imitate the small agarwood in the text, and repeatedly asked the father, "How can I have no mother?" and thus experience the pain and a little agarwood of my father's long-cherished heart. I am angry and understand my mood, and then I will guide the students to focus on this part.
Second, respect individuality, play assisted reading
"New Chinese Curriculum Standards" points out: "Reading is a student's individualized behavior, and should not be replaced by the teacher's analysis." Therefore, the teaching of this class is mainly based on reading, guiding students to read middle school and play in the middle. As in the fourth paragraph, Teacher Xu asked the students to say in their own words what kind of tone Shen Shen’s father used to say. Some students say that they are afraid, some say that they are sad... The teacher did not add more comments, but let the students use their reading and performance to reflect his feelings. Teacher Xu fully respects the students' feelings, experiences and understanding, and guides students to internalize the language and writing in the process of reading.
Third, word training, pay attention to accumulation
The literacy of the lower grade students is quite large, and it is very important to consolidate and accumulate the words. In the reading teaching, if the word training can be effectively carried out, this can reduce the mechanical memorization, copying and improvement of the extracurricular activities. The efficiency of literacy. Therefore, at the beginning of the lesson, Teacher Xu showed some difficult words in the text, first guiding the students to read correctly, then reading well, and guiding the students to learn to use them on this basis. The variety of words and phrases training can help students to move rationally and improve their ability to speak and work.