Reflection on the Teaching of "螳螂螳螂螳螂"

Part 1: Reflection on the Teaching of "螳螂螳螂螳螂"

Chinese teaching should be based on student practice. Reading is the individualized behavior of students. Students should not be replaced by teachers' analysis. Students should be deepened in understanding and experience in active and active thinking and emotional activities. The feelings and thoughts are influenced by emotions, enlightened by thoughts, and enjoy the aesthetic pleasure. I believe that the key to implementing this is the restructuring of the textbook. When I was teaching the lesson, I made such a bold attempt.
"螳螂螳螂螳螂" is a fable story about the Spring and Autumn Period and the Warring States Period. Wu Wang decided to attack the Chu State and ordered that no one else be allowed to discourage. At this time, a young man cleverly used the story of "螳螂螳螂螳螂" to persuade King Wu. He dispelled the idea of ​​attacking Chu. When I was teaching "Hunting", I started from the reading psychology of students and boldly reorganized the teaching content according to the characteristics of the textbook. In the first lesson, I mainly grasped these links: introducing dictation into the learning, and then telling according to the words. The story of "The 螳螂 螳螂 , , , , , , , , , , 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生 学生Changed the "preface" of the text, but I developed the language understanding and application ability as the main line, arranged listening, speaking, reading and other language practice activities, so that students can get comprehensive training and overall development in the practice of different levels. . In teaching, although the details are not enough, the overall learning goal is achieved. The students have basically understood the meaning of the "catch-up", and they have a certain understanding of the juvenile's wisdom and skill.
Of course, the design is always perfect, but there will always be some unsatisfactory things in the operation process. For example, when I understand the first section of the article, I also know that I should let the students read the article and understand Wu Wang in the reading. Stubborn, reading the consequences of "unimaginable", when the student encounters a little setback, I can't help but rush to tell him the answer; when the student's answer is biased with my pre-set, I will I feel ashamed, I don’t know how to guide students to my ideas. Maybe it’s because my teaching wit is not enough.
I have seen such a passage: "The wonderful and wise language class is not because the teacher teaches countless knowledge points, but because the students ask more why; not because the teacher uses any methods, but whether the students have a large number of learning processes. The opportunities for participation and free expression; not whether the designed classroom has its basic, extended or research-based distinctions, but whether the students are interested in what they have learned, and generate intense curiosity and inquiry through learning; It depends on how much students accept from the textbooks, but how much they question and judge, whether they develop the wings of imagination, expand the broad mind, and whether students have enough confidence in their own development.” Can enable students to develop with the help of textbooks. Language, training thinking, and cultivating wisdom have always been my pursuit. Although there are still many shortcomings in my class, I still have a lot of regrets, but it is with such exploration that we can continue to advance.

Chapter 2: Reflections on the Teaching of "螳螂螳螂螳螂"

When teaching the lesson, I refer to the teaching suggestions of some teachers. In the last section of the text, Wu Wang even praised the boy’s sentence, “Yes! Right! You made it too reasonable!” as an introduction, it really played. Good teaching results.
First of all, I asked the students to find "what is reasonable" in the text. On the basis of the first reading of the text, the students quickly found the sentence of the young man: "Hey, sly, and oriole, they all want to get immediate benefits, but they don't care that they are hiding their evils behind them!"
After I found it, I guided the students to understand how the sentence came from the following two aspects. First, this sentence was after Wu Wang’s death order; second, with the “螳螂螳螂螳螂” that Interesting things are related.
After guiding students to fully understand the ideological content of the article, I also extended it appropriately: "Do you think the words of the teenager are justified? Can you talk about your life actually?" The students cited many examples related to life: "See There is a wallet on the ground, you secretly smashed, but did not expect to have a liar. I only thought of the immediate interests, but did not think of the scourge behind me." "I will not do the topic to go to see the classmates, to the exam When I was caught, my homework was an immediate interest, and my test scores were poor. It was a scourge." "When fishing, the fish only eat the bait, but did not expect a hook in the middle."

Part Three: Reflections on the Teaching of "螳螂螳螂螳螂"

"螳螂螳螂螳螂" is a fable story about the Spring and Autumn Period and the Warring States Period. Wu Wang decided to attack the Chu State and was not allowed to discourage others. At the dawn of a thousand years, a young man cleverly used the story of "catch the scorpion" to persuade King Wu to dispel the idea of ​​attacking Chu. He warned people to see only the immediate interests, and it is dangerous to ignore hidden dangers behind them. When teaching, I guide students to grasp the "miao" of juvenile dissuasion, stimulate students' awareness of inquiry, and thus deeply understand the content of the text.
First, causing doubts and discovering its "miao"
During the teaching, I grasped the "cause" and "fruit" of the text. I asked the students to read the text and see how Wu Wang wanted to attack Chu. What was his attitude? What happened last? On this basis, I will guide you again. Here, through comparison, let students find doubtful points to attract attention, thus stimulating students' interest in exploring things.
Second, change the role and feel its "miao"
When arousing students to explore the juveniles to discourage "what is the best place", I will let the students read the texts, feel that the stories told by the youngsters are wonderful, and inspire the students to express the stories through students' reading, teacher and student reading, and role-playing. . The students promoted reading by reading, and read and promote understanding, creating an atmosphere of independent learning and mutual cooperation. From summarizing the main content of the article, to understanding how the teenager is a person, and later understanding the meaning of the fable, deeper and deeper.
Third, repeat the story and express its "miao"
Reading teaching is based on reading, by reading the internalization "understanding" and expressing "feeling" through retelling. I have arranged such a question in the homework section, so that the students can absorb the subtleties of the action through the internalization and absorption, and in a certain sense, this is also a kind of "sports." It not only helps students understand the content of the text, but also internalizes the language and characters in the text to improve students' comprehensive verbal ability.

Part 4: Reflections on the Teaching of "螳螂螳螂螳螂"

The New Curriculum Standards propose that language education is a holistic and educational discipline. The combination of instrumentality and humanity is its basic feature. Therefore, it is necessary to determine a comprehensive target system from the knowledge and skills, processes and methods, and emotional attitudes and values. Students are the main body of learning and development. The language curriculum must pay attention to the individual differences of students and different learning needs according to the characteristics of students' physical and mental development and language learning. Chinese teaching should be student-oriented. In the teaching of this lesson, I focus on teaching objectives:
1. The teaching objectives are clear, the design is reasonable, and the links are compact. The arrangement of activities in classroom teaching is not arbitrary, but requires systematic planning and design of the activities and scientific combination to form a coherence in the teaching process. Based on the above interpretation analysis and goal establishment, I reorganized the textbooks: first, I went straight to the content of the story, comprehended the meaning of “螳螂 螳螂 蝉 , , , , , , , , , , , , , ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; 随 随 随In the end, the text will be expanded and the mind will be expanded. In the end, the text will be expanded, and the words of Wu Wang’s second day of the Shang Dynasty will be used as an opportunity to rationally reorganize the text and train the post-class retelling effectively and interestingly.
2. Grasp the key words, read the text, and grasp the teaching materials. For example, after the understanding of the meaning of the word, the teacher played a leading role and once again highlighted the meaning: Wu Wang understood that the young man said such a big paragraph, nothing more than to say a word, which One sentence? They all want to get the immediate benefits, but they don’t care that they are hiding their evils behind them! Ask students to read and deepen their consolidation.
3. Pay attention to reading aloud. "Three-point article seven minutes". There are many ways to read Chinese. In the teaching of this lesson, I attach great importance to the instruction of reading aloud, using a variety of forms of reading, I ask students to read the text many times. “What does Wu Wang understand?” This question can point to different spaces in the article, or it can produce different answers because of the different characteristics of students. It is more appropriate to read aloud. After first contacting the text and having a deep understanding of the article, the silent reading helps the students to have a unique experience, express the spark of thinking, and have a deeper understanding of the text. I also teach students a way to read: think before you think, that is, read the previous ones, contact the back, what new gains can you get? Students read and think through the text.
4. Be good at guiding students to develop their imagination. Grab the King Wu on the second day of the DPRK, guide the students to develop their imagination, and infiltrate the story. How to let the rehearsal training be implemented, how can students let the students grasp the content recap in an interesting way? I extended the teaching through this fill-in-the-blank, providing a solid growth point and strong support for imagination and retelling.
The juvenile persuaded Wu Wang’s ingenuity, and asked the students to say, in life, if you want to convince others, what should you pay attention to? At the end of the teaching, I left a blank fill-in question for the students: What will Wu Wang say?
A few days ago, the king decided to attack Chu. However, yesterday, the king went to the back garden for a walk, met a teenager and he told the king. The story is like this. After listening to this story, the king suddenly realized and was deeply inspired: Therefore, the king decided.
5, by dictating words, listening to stories and retelling stories, can stimulate students' interest in learning.
Although many aspects of this lesson have been done better, there are still some problems. For example, when guiding students to retell the story, the time is still more used; the full participation of the students is not enough, and they should dare to let the students fully express themselves. In short, there is room for improvement in future teaching.

Part V: Reflections on the Teaching of "螳螂螳螂螳螂"

The content of the text of "螳螂螳螂蝉" is not complicated, and the understanding of idioms can be mastered through the preparation of the students. The similarities between the 螳螂 螳螂 蝉 and Wu Guo’s attack on Chu are easy for students to understand. So what kind of training do we have in class? The first point of the dial appears in the "feeling the juvenile's tricks". From the understanding of the text content, the students said that the young man persuaded Wu Wang in a story-telling manner, which was very clever. What other details in the text can also see the ingenuity of the juvenile strategy? Students must peruse the text to find it. The place of the dialogue was in the garden, the time was in the morning, the slingshot in the hand and the dew on the body, all of which saw the young man’s good intentions and careful planning. The right time and the painstaking preparation of the props are all to be introduced to the topic of "catch up". As long as Wu Wang found the boy and asked the slingshot, the teenager had a full grasp of the success of persuading Wu Wang. In the discussion of the topic “What kind of teenager do you think this is?”, the students were impressed with the resourcefulness of the juvenile, but that’s all. I made the second call: "Adolescents will persuade success? If it is not successful, what will happen if Wu Wang sees his intentions?" The teenager is actually risking his life and bravely admonishing. "The boy is just a person who serves Wu Wang. What is he doing for this?" The teenager is actually a very, very patriotic person! At this point, the image of the teenager has been full and full, and the students’ feelings about the text have been deepened.