Reflection on the Teaching of "The First Apricot Flower"

Part 1: Reflection on the Teaching of The First Apricot Flower

This article mainly tells teachers and students that "to engage in scientific research, not to use the words 'probably', 'maybe', nor to use observations and inferences instead of observations." Must be "accurate." This class is for children and for our teachers. Are we engaged in educational science research accurate? Asking this question is actually a topic of the article teaching, but personally think that it is also what our teachers should ask themselves. Because our teachers are precise, they can influence children.
There are many stories about Zhu Kezhen's precise observation. This article is just one of them. This story is very instructive. In the teaching, I found that when guiding students to talk with the characters in the text, our focus is on the grandfather's body, because this article is written by Grandpa, it is indeed for students to talk with celebrities, so they can learn in mother tongue learning. Literacy. But I think this is not comprehensive, because there is still a character here, that is, the unnamed child of the apricot tree owner. I think this child is more inspiring to the child. The reason is very simple, because his age is similar to that of the fourth grade child, because the child can remember the grandfather's words and provide accurate information for Grandpa after one year. Many children now forget too fast and lack this kind of long time. From this point, it can also be seen that the problems that our teachers provide for students are often lacking for such a long time. Therefore, using the dialogue with this child, guiding students to leave the problems that cannot be solved now, and remembering them, the time is ripe to answer them, and it is also an important accomplishment.
If we study the "Second Springs of the Moon" in the fifth edition of the Jiangsu Education Edition, we will find this. When A Bing’s master took him to Erquan for the first time, he asked what he heard. A Bing said that he did not hear it. The master said that you will hear it later. If the master of A Bing told A Bing's answer at the time, "Two Springs Reflecting the Moon" may not be produced.
Of course, these two articles are fundamentally different, because Grandpa’s grandfather does not have the precise time for the first flower to be opened by the apricot tree. This time should be said to be the child’s telling after remembering the problem. The master of A Bing in "Two Springs Reflecting the Moon" can still hear other things. He is afraid that A Bing does not understand, so he did not tell, if he encouraged him to experience.
Therefore, reading this text and teaching design, I will proceed from two dialogue levels, so that students have two gains, both to restore the research quality of Grandpa and to have an example.
In addition, reading "The First Apricot Flower" everyone knows that the title of this text is very good, and there is no other topic such as "Grandpa", because the topic itself contains the opening time of the first apricot flower. It is the fruit of two years of labor for two people. Therefore, grasping two to teach is a road we should take and a more comprehensive road.

Chapter 2: Reflections on the Teaching of The First Apricot Flower

The first "Apricot Flower" text tells a story about the time when the famous Chinese scientist Zhu Kezhen asked the children about the opening time of the first apricot flower twice, praising the meticulous scientific research attitude, indicating that only through precision Careful observation can grasp the law of the change of things. The title of "The First Apricot Flower" is actually to grasp the precise scientific research attitude of the first apricot flower.
Set a question: When I started the class, I deliberately wrote the "first" word of "the first apricot flower" on the blackboard. All of a sudden, the students were following the words "teacher, you missed a 'first' word. "According to the students, I asked: "Don't you miss a word? Are you writing apricot flowers, is it no different?" The student stood up excitedly and said, "Teacher, the meaning is different..."... All of a sudden, The atmosphere in the classroom was active, watching the students' red faces and knowing that their enthusiasm for learning has been mobilized. I also wrote "No." on the blackboard.
Read the text with questions and understand the content of the article: Then let the students, I ask the students: "Please read the text yourself, look at the text several times mentioned the 'first apricot flower'? And sketch out." Student belt With passion, self-reading, quickly find the scene of the apricot flower and the time. When comprehending the content of the essay, the students read, discuss, communicate, report and other forms to self-recognition. Then I realized that Grandpa’s bending down and talking to the little boy can show that Grandpa is an approachable and amiable old man.
Imagine writing a prompt, reading the characters and understanding the grandfather's meticulous attitude towards science: there are several groups of question-and-answer dialogues in this text, and most of the conversations have no prompts, but guide students to read the dialogue, through the language of the characters. To imagine the tone of their voice when they speak, understanding the inner activity of Grandpa is the focus and difficulty of teaching. Therefore, in teaching, I guide students to enter the situation, let them experience in reading, imagine in reading, imagine each person when they speak. The tone, demeanor, and even movements, and the addition of blanks, and then read the role, the students read the input, and truly appreciate the meticulous scientific research attitude of Grandpa.

Chapter 3: Reflections on the Teaching of The First Apricot Flower

In the teaching process of "The First Apricot Flower", my deepest understanding is that the contact context is the most important means of understanding the meaning of the words, and is also an important method to guide students to have emotional reading. Therefore, in reading teaching, we must pay attention to guiding students to read and see.
Primary school students understand the meaning of words and sentences in the text, which is based on the image described by the perceptual text. It is not enough to carry out abstract definition interpretation and logic analysis. The context of understanding the meaning of words and sentences is characterized by the use of sentence-solving words and sentence-solving sentences, that is, reading and looking forward, and finding relevant words, sentences or paragraphs in the text to understand the words or sentences to be explained. The main practice is to connect before and after.
For example, the teaching "'Yeah, the apricot blossoms are open.'" Grandpa bent down and used to ask: 'Do you know when the apricot flower is open?'" In this sentence, after class exercises require "experience with words" 'Bending down', 'habitually' role." I didn't expect the students to be ambiguous when they understood the word "bent down." One student replied: "From 'bending down', I realized that Grandpa is a very serious observer. He bent down to make it clearer. Observe the apricot flower." This answer seems to be good, from a movement to see Grandpa's rigorous and serious scientific attitude, also in line with the main theme of the full text. Therefore, no one in the class raised obvious objections, and only a few children said they added. I invited one of them. He said: "I feel that I can see that Grandpa treats children equally and respects children very much." I did not immediately affirm the answer of this child, but let the students read again, paying special attention to contact. Read the text before and after to see if there are any new discoveries. This time, many small hands were lifted up. They found that Grandpa’s father bent down and did not observe the apricot flower, but asked the child, so he realized that “grandfather is approachable” is right.
This is also the case in the last part of the teaching. This passage is what my grandfather said more than once: "What I need is precise time. For scientific research, you can't use words like 'probably' or 'maybe', and you can't use observations and inferences instead of observations." Not easy to understand, especially for "cannot use estimation and inference instead of observation". I did not ask the students to look up the dictionary to understand the meaning of "estimation" and "inference", and did not make any explanation, but let the students read the first paragraph of the text again: When Grandpa saw "there are four flowers different The flower petals bloomed to a certain extent. Can you estimate the approximate time for the opening of the first apricot flower? What kind of inference can he make? After thinking, the student concluded that he could guess which one is open today based on the degree of opening of the four flowers, and which one was opened yesterday, thus estimating the approximate time for the opening of the first apricot flower, such as "Two days ago" or "three days ago." In this case, he does not need to ask the child to help him to observe, and he does not have to wait another year to record the opening time of the first apricot flower. However, although it is easy to do so, it is not necessarily accurate. So Grandpa said, "You can't use observations and inferences instead of observations." This links the meaning of the sentence to the specific behavioral practice, which greatly defies the difficulty of understanding and makes the sentence deeply impressed.

Part 4: Reflection on the Teaching of The First Apricot Flower

This article is a short story of phenology. I wrote about the specific time when my famous scientist Zhu Kezhen asked the children about the opening of the first apricot flower twice and praised the meticulous scientific research attitude. Tell students that they can grasp the laws of change of things only through accurate and meticulous observation.
When preparing the text, students are required to learn the questions, such as the topic "The First Apricot Flower", asking students to compare the "first apricot flower" with "a single apricot flower". What are the similarities and differences between the two? Repeated thinking, only thinking can make the following judgment: "Apricot flower" is a general term, as long as it is an apricot flower, pick one out of it, you can say "apricot flower", whoever denies. However, the "first apricot flower" is different. It is not a random pick of an apricot flower. It can be referred to. The key lies in the "first flower". It has a specific meaning. The story is also around the "first flower." "Expanding, characters, events are closely related to the "first". I thought that learning a good text, the examination is the key, usually cultivate students a good habit of reviewing, not only to build a good text to build a bridge, but also to lay a groundwork for students to write a good essay.
Secondly, in the teaching process, it is also important to guide students to understand the meaning of sentences and to understand the segments in the text. For example: "My grandfather came back from the outside and saw that the apricot blossoms were opened. Then I went to the apricot tree and counted. There are already four flowers that have opened the petals to varying degrees." This sentence should lead the students to think like this: sunny, The red apricots are out of the wall, and they are brewed with a splendid spring color. After being seen by the elderly, they usually stop to enjoy and immerse themselves in the beautiful spring. However, this sentence is written by my grandfather but it is different from the ordinary elderly. He does not simply hang around, but “walks closer”, and then counts “counting,” four apricot flowers have been opened, the numbers are accurate, and they are found. These four apricot flowers bloom in different degrees, that is, some bloom, some just open, what is the reason? The key is that Grandpa Zhu Ke is engaged in phenological research. From the following, he is concerned about the opening time of the first apricot flower. When he missed the opportunity, he had to ask the child. Therefore, guiding students to understand the meaning of the sentence lies in a deeper understanding of the text, but also in the performance of the grandfather's attention to the changes in the surrounding plants, how careful observation, and the regret of missing the opening time of the first apricot flower.
The overall teaching of this lesson has achieved the expected goals, which has deepened the students' understanding of the text and how to understand the meaning of the sentence. In the process of teaching implementation, the participation of students is also fully reflected, especially the comparison method of the short sentence, “the first apricot flower” and “a single apricot flower”, which produced a fierce collision and inspired the collision. Deeper thinking on the problem also makes the lectures of “The First Apricot Flower” and “One Apricot Flower” more clear. The teacher proposes a comparative method based on the students’ full speech, which is beneficial to the students in the future. Use the comparison method.
However, the teacher also found the shortcomings in the teaching tutorial: there were several groups of question-and-answer dialogues in the text. Although the texts were read, the dialogue was not read enough. The teachers did not focus on guiding students to read and understand through dialogue. Perceive the content of the text and the description of the author's dialogue. The teacher believes that in Chinese teaching, not only the difficulty and difficulty of the text content are noticed. In fact, the text reading should also pay attention to the difficulties. For example, the reading of the beautiful text should teach the students to read the lyrical tone; the poetry reading should teach the students to read the rhythm of the poetry. Sense; dialogue reading should teach students the feeling of different identities and different moods. Students only read the texts in order to read the texts. This is like the drama in the drama, the same as the passing, the impression is not deep, shallow reading, but should be targeted, according to the requirements of different texts, training students to read the level. Otherwise, it is difficult for students to read aloud to a certain level, as our school said: "The mountain is still the mountain, the water is still like that..."
Yes, Chinese teaching is a process of continual cultivation and promotion of ideology, moral sentiment, personality spirit, and humanistic quality. Students' reading of the text is also a process of continuous cultivation and improvement.
Although the texts are different, the course types are different, but with the emphasis on the daily reading of the texts, the students' reading level will inevitably rise.

Chapter 5: Reflections on the Teaching of The First Apricot Flower

Before the teaching, I had a little conversation with a few friends on the post. It should be said that the exchange of things is very important, adding a lot to my classroom teaching, thank you for your friends.
"The First Apricot Flower" mainly tells a small story about the study of phenology in China's famous scientist Zhu Kezhen, and praises Zhu Ke's meticulous scientific research attitude, which shows that only through accurate and meticulous observation can the law of change of things be grasped. The characters in this text are vivid and vivid, and there are no traces in the lines. Therefore, grasping the keyword sentences for guiding analysis is the main means in my teaching.
On the basis of reading the full text, I asked the students to find out the sentences describing the words and deeds of the grandfather, and then use the performance reading, life experience and other memories to feel the feelings of “bending down, habitually asking” and so on. Through performance reading, students can feel the approachable grandfather of Zhu Kezhen, and careful observation is a habit that has been developed for a long time. In the second paragraph of the following paragraph, "I am like a young man in a moment, immediately rushed to the front yard," "Go back to the study, open the notebook, seriously remember this day" and other statements, read through the role Think about the tone and expression of the character's speech, and feel the excitement of Grandpa's grandfather after getting accurate time. He is rigorous and meticulous about scientific research.
Teaching this article, the discussion filled the entire classroom, talking, thinking, reading, etc., created a good atmosphere for the whole class.