Reflection on the Teaching of "The Story of a Small Village"

Part 1: Reflection on the Teaching of The Story of a Small Village

"The Story of a Small Village" tells the story of a beautiful home built by a sharp axe because of the deforestation, and it is finally destroyed under a sharp axe. The text is short and the language is simple, but its implication is very profound.
First, create a teaching situation and stimulate the desire to explore. At the beginning of the teaching, I used multimedia courseware to show the students the “beautiful little village”: the lush forest, the crystal clear river, the blue and deep sky, the picturesque, the air is fresh and sweet. Then guide the students to read aloud and show the beauty of the small village to the fullest, so that the students can not help but be intoxicated. Just as the students were immersed in the beauty of the small village, I showed the picture of the change of the small village and said: "I don't know how many years have passed, and finally there is nothing in such a beautiful little village." The strong contrast, the huge visual impact, deeply touched the hearts of the students. Why is this beautiful little village disappearing? The students had a suspense, which inspired their strong desire to explore and a strong interest in learning.
Second, I feel in reading.
Reading teaching is an aesthetic dialogue process between teachers and students, between students, between students and texts, and between students and authors. In the teaching, I will focus on the question "Why does the small village disappear?" I first let the students freely read the text 2 - 4 natural paragraphs, find out the words "one year" and "generations" that represent the time of change, so that students can experience this change for a long time. Then focus on guiding students to understand what people from generation to generation have done and draw relevant sentences. For example, if you want to build a house, who wants to build a plough, then pick up the axe and go to the mountain and cut down the trees.” In this sentence, I grab the “who” and ask the students: What do you want to do?” The students said that “the new house”, “making furniture”, “to firewood”, “laying the wooden shed” and “making tools” and so on, all kinds of people who only need to take care of their own life. I said that you can understand from two "who"? The students all said that they realized that the people in the village had arbitrarily felled trees. I added: "Which word can you see that they cut down trees arbitrarily?" The classmates said, "From the word '拎', it also makes people realize that the villagers want to cut and cut, no one cares about them." The child observes the illustrations behind and understands the consequences of the villagers’ unfinished logging. Another example is the learning key sentence "Nothing is there - everything that is obtained by the axe, including those sharp axes." What does this mean? With the question, let the students read the text again and draw the answers found in a straight line. In this way, the students grasp the content of the text as a whole and raise the ability of students to ask questions through doubts. At the same time, in the process of learning the text, the means of courseware was also used to let the students know the "plow" and experience the "naked". Through a real image, the students really felt the ruthless and inner experience of the flood. It is also more intense.
Third, through writing practice, enhance environmental awareness. Through the emotional reading of the text and the context and life experience, the students understand the content of the text and understand the sentences with profound meaning. On the basis of the students' understanding of the principles of protecting trees, protecting the environment, and maintaining ecological balance, I finally designed a link: Learn this, what do you want to say to the people in the small village? Write these words to enhance students' awareness of environmental protection through small pens. Students can contact the people who actually tell the village not to damage the environment, to protect nature, or they will be punished with the harshest nature. After the students' self-consciousness and communication, the emotions will naturally erupt, and the sigh of this sour little village will come to life, and the feelings of protecting the environment and cherishing nature will come into being.

Part 2: Reflections on the Teaching of The Story of a Small Village

The Story of a Small Village, through the writing of a small village, unscrupulously slashes trees, severely damages the surrounding environment, and is finally severely punished by nature—the entire small village is snarled by floods. It has been taken away, thus admonishing people to love trees and protect the ecological balance of nature. Although this text is short in length and simple in language, it has profound meaning and is intriguing after reading. It is a good example of cultivating students' environmental awareness and guiding students to read aloud. Therefore, during the preparation of the lesson, I read the text "with emotions, through reading, communicating, understanding the meaning of sentences with profound meanings, and understanding the truth contained in the text" as the main teaching goal. Around this teaching goal, after reading the quasi-words and initially feeling the content of the text, I will ask the teacher to ask a question. I will ask a question in this lesson. Do you have the confidence to answer correctly? If you want to answer my questions, you have to be good. Read the text. How do you read it? You should first guess what problems I will ask, and study hard according to the problem you guessed. The more thoroughly you study, the better.” After the students reread the text, they will reveal the problem: read this. What is your taste in the text? I would like to use this question to guide students to further read the text and profoundly understand the truth of each sentence, and then "If this small village still has people alive, what do you want to say to him?" "Come on the training, and finally carry out some expansion exercises to add some information to the students. It is a pity that when everyone understands the text in depth, this lesson has to stop.
I felt very sorry after class and left a small tail. However, if you think about it in detail, for a third-grade student, such a simple and concise text should profoundly understand the truth of each sentence and emotionally read it in 40 minutes. Easy. If you want to train more solidly, you can only slowly guide, experience it repeatedly, and deeply understand it.
Some people say that teaching is always a regrettable art. Indeed, I can only grow up if I continue to reflect on setbacks and difficulties, but I am a beautiful person. Being a good teacher and having an innocent class is my eternal pursuit.

Part Three: Reflections on the Teaching of The Story of a Small Village

I am teaching "The Story of a Small Village", which is the second group of texts in the third grade of the National Primary School of Compulsory Education Curriculum, which is closely related to the topic of "protecting the surrounding environment". As the title of this text, it tells the story of a small village: there was a beautiful little village in the valley, surrounded by lush forests, and people passed a "good day" with a sharp axe. . But because of deforestation, this beautiful little village was finally washed away by a flood. This story is not just about "a story of a small village" that reveals the wrong behaviors of people living in villages and the serious consequences of them - not loving nature, it will be severely punished by nature. This article calls on people to care for trees, protect the surrounding environment, and maintain ecological balance.
This article is short in length and simple in language. However, the implications are profound. Therefore, I summarized the main features of this article as "simplified and concise", and started preparations based on this feature. After specific coaching, I began to reflect on the following negative aspects.
First, the middle-aged literacy teaching, the "simplification" mentality must stop
Many teachers think that when students reach the middle age, they should learn the literacy methods and skills. Is it possible to let the students learn the new words themselves? Yes, now more and more emphasis is placed on the subjective status of the students. But all this does not mean ignoring the guiding role of the teacher. It is precisely because the students' literacy and writing volume have increased, so the consolidation of literacy is an important part of the teaching. Take the glyph of the word "onion" and "naked" in the text "The Story of a Small Village". The pronunciation of "Yu" is difficult, so I still stressed in the second lesson, the purpose is to strengthen and consolidate, so that these difficult words left a deep impression on the students' minds. .
Second, the middle-aged reading teaching should be beautiful in the "muddy"
This is an intensive reading text. The main body of the textbook when intensive reading is the main reason for the basic Chinese language training. Although I have taken a variety of readings in this article, I mainly conducted silent reading training. After I analyzed the characteristics of the text, "simplified and concise", I put the silent reading in an important position, because there are many places in this article that require students to think seriously, and the characteristic of silent reading is that the speed is faster than reading aloud. Conducive to students' thinking. Therefore, when I was reading aloud, I was tempted to read the characteristics of silent reading. "No sound, no lips, no reading." Emphasis is placed on "reading in the heart and thinking in the mind." Although I just started this kind of training, there is still some difficulty. For example, in the text teaching, although I let the students silently read the sentence of "sharp axe" mentioned in the text three times, the students did not really enter the state of thinking, but I I believe that as long as you have been trained for a certain period of time, students' meditation skills must be more improved.
Third, expand and interpret the beauty of Chinese in life
The surprise of teaching is sometimes in the class, but there is also an extension of extracurricular. At the end of the teaching, I suggested that the children do something small for the environment around us. I didn’t think that when the weekend, the class brought several students to my house to find me, saying that they had made several billboards to protect the environment. I still think that this is just a special place for my homework, but the children said that they would put these billboards on the side of the river next to the school. They also raised the garbage bags in their hands and said they would use the weekend time to clean up the river with their partners. Side of the garbage. There is a joy in my heart.
Yes, what is Chinese? I think the children apply what we learn to life, let the language soak their souls, let them live happily, and learn healthily. I think the purpose of my language is reached.

Part 4: Reflections on the Teaching of The Story of a Small Village

The story of "The Story of a Small Village" tells a small village with a beautiful environment. Due to the excessive cutting of trees in the village, the surrounding environment is seriously damaged. Finally, it is punished by nature - the whole village is flooded. The story of walking. This article calls for people to care for trees, protect the surrounding environment, and maintain ecological balance.
I designed this in the teaching: First, let the students appreciate the pictures and then guide the students to read the first natural section, while reading and admiring the previous beauty of the small village. Quote: What kind of small village is this? Let students learn through multiple levels and forms, and then draw a picture to feel the previous beauty of the small village. After showing the contrasting pictures in the text, ask "Students, what is your feeling at this moment?" After they talked about the feelings, they showed the last sentence and let the students try it out so that the students could experience the small villages during the reading. Change, in contrast to the pre-text section. Second, to guide students to understand the changes in small villages, leading students to ask questions: "Students, after reading the two different paintings before and after, do you want to ask?" The student will ask: "Teacher, what happened in the small village, Why did this change happen?" So the students grasped the essentials of the article, and the teachers and students jointly determined the learning goals in the difficult question. Then I asked, "Which places to think about how the small villages have changed? Why do the small villages change?" The question is to enable students to clarify the text and think about the text. Third, read the text carefully to understand the changes in the small village. In the class, I asked the students: "How can such a beautiful small village disappear?" This question stimulated students' strong desire for knowledge. With doubts, students' interest in reading texts was strong, and the efficiency of reading improved accordingly. . I let students freely read the second, third and fourth natural segments and find the answers themselves. In this part of the teaching, I firmly grasped the key sentences for analysis and guided students' emotional reading. Such key words as "Who's Who... Who's...", "Pick up", "One Tree", "Continuously Expand", "All Kinds", "All-in-One", and the small villages People are not restrained and restrained. It is very casual to cut wood on the mountain, which strongly reflects people's destruction of the forest. It is the reason for the students to find out that it is because these villagers have slashed and slashed, causing damage to their surroundings and finally being punished by nature, thus showing the importance of protecting the environment. Then let the students read the profound truths contained in the article through various forms of reading. 4. After the completion of this article, design the fill-in-the-blank. “What do you want to say to the people in the small village?” Students can contact the people who actually tell the village not to damage the environment, to protect nature, or they will be punished with the harshest punishment of nature. V. The last link I contacted the actual use of pictures to show the destruction of the surrounding environment, and talk about the phenomena that damage the environment around you. What do you want to say to the whole society? The student's awareness of environmental protection has also been enhanced through a small pen. The aim here is to enlighten students from the text and to understand that “protecting the environment means protecting human beings!”.
After learning the texts, the students have realized that they should protect the trees, and they should not slash and cut, otherwise they will be punished by nature. However, when they asked people to say a few words to the people in the small village and proposed environmental protection advice, because the students did not experience it personally, and the accumulation of words was not enough, the oral expression would not be smooth. Therefore, in the future teaching, we must strengthen oral practice and improve students' oral expression ability.

Part V: Reflections on the Teaching of The Story of a Small Village

Last Tuesday, during the grade teaching seminar, I went to the seventh lesson of the third grade, The Story of a Small Village. This article tells the story of a small village with beautiful surroundings in the valley. The village is surrounded by lush forests. People rely on the sharp axe in their hands to cut down trees and trees, build houses, make tools, build furniture, and live a good "day." However, due to excessive deforestation, the land was exposed, which greatly weakened the forest's flood control capacity. Finally, after a continuous heavy rain, the roaring floods swept away the small village. This article calls for people to care for trees, protect the surrounding environment, and maintain ecological balance.
When teaching design, I started from the full text and designed three questions. 1. First, guide students to think about what the original village is like. 2. What happened to the last village? 3. Why is such a huge change happening?
When discussing the third question, I carefully grasped a few sentences in the text to understand carefully. "Whoever wants to build a house, who wants to make a plow, picks up an axe and goes to the mountain to cut down trees and trees." “A year, from generation to generation, the trees on the hillside are decreasing, and the bare land is expanding...” “The trees have become a house, turned into a variety of tools, turned into everything, and there are plenty of The trees flew out of the sky with the firewood from the roof." From these sentences, the students naturally realized that before we do things, we must consider the consequences, we should protect the trees, protect the surrounding environment, and maintain the ecological balance. The teacher taught easily, the students learned very well, and the teaching effect was good.
In the future, we will also teach the problem of the main line of teaching materials so that students can learn easily and grow up happily.