Reflection on the "Golden Footprints"

Part 1: Reflections on the Golden Footprints

"Golden Footprints" is the new textbook of the 10th edition of the National Language. This skimmy text tells a legendary story between a person and an animal, especially favored by children: the servant of the boy’s Zhengtaro family retrieved a small fox from the mountain, and the two old foxes tried their best to save the little fox. At the risk of life, he lived under the floor of Zhengtalang's house to take care of the little fox, and established a close trust relationship with Zheng Tailang who sympathized with the little fox and secretly fed the old fox. Later, the little fox was sent to the neighbor, and Zheng Tailang accidentally fell off the cliff in order to return to the little fox. Two old foxes saved the stunned Zhengtaro in the cold, and finally Taro went back to the little fox and put it back to the mountain with his father. The fox family finally reunited and returned to the woods. The article is vivid and delicate, full of emotional brushstrokes, praises the mutual trust between people and animals, mutual help, harmonious relationship, and shows the deep affection between animals and death, read and touch To the deepest, everyone is moving.
In order to let students feel the beautiful emotions and noble character, and thus gain spiritual sublimation, and on the basis of reading the text, experience the thoughts and feelings, and dare to express their own opinions. On the basis of reading the texts and understanding the textbooks, I combined the descriptions of the texts to guide the students to fully express their opinions and talk about the specific feelings after reading the texts. The students are extremely interested in the content of the story, and also talk about many of the common homes where nature is a human being and an animal. People must live in harmony with animals, and the world will be more beautiful...etc. Although the students know a lot of truths, I always feel that there is still a lack of spiritual sublimation, emotional collision, and something from the bottom of my heart. How to bring the discussion deeper and let the story stir up emotions in the hearts of the children? At this time, Deng Hongxu’s classmate said in a class: “The old fox, in order to save the little fox, tried his best to risk his life, feeding the little fox, and living under the floor of Zhengtalang’s house to take care of the little fox, between the old fox and the little fox. I am very touched by the deep affection of life and death, which reminds me of my father's love for me..." At this time, I inserted: Deng Hongxu's experience is touching and deep inside. I accidentally said that the parents in the world are the same. The love for treating children is so great, so selfless, and do our parents as parents have the same loving parents as their parents love children? I didn't expect the students to answer the question: "No!" and immediately changed their mouth, and they sang together: "Yes!" This self-contradictory statement that changed his mind within a few seconds caught my attention. I immediately seized the question and asked the children to talk about the same question. In just a few seconds, there were two very different answers. This time, the classmates’ words were opened, and the classroom atmosphere suddenly became active. In order to show their own feelings, almost everyone raised a small hand, the classroom was boiling, and some people excitedly recalled that they were sick when they were sick. She took the rain and went to the hospital, and she did not care about it. Some regretted recalling that she had collided with her parents, did something sorry for her parents, and some of them reminisced about what they did to honor their parents... "Everyone I think that I don’t do enough to treat my parents. I should love my parents like my parents loved me in the future! In this class, the students all talked freely, and spit quickly, and the class bell rang. They are still immersed in excitement and have received unexpected results. Many of my classmates have also written their feelings on Zhou Jiben, and there have been many good feelings that are flesh and blood, language is smooth, and the content is particularly touching.
This lesson reminds me of a discussion about education: "The skill of education is not to be able to foresee all the details of the lesson, but to subtly make changes in the students unconsciously based on the specific circumstances at the time. ""

Pt 2: Reflections on the Golden Footprints

The article depicts a legendary story of a person and an animal with vivid, delicate and emotional brushstrokes, praising the mutual trust between humans and animals, helping each other, and the harmonious relationship with each other. It also shows the deep affection between animals and animals. Reading is touching and tearing. Therefore, the main thing in teaching this lesson is to grasp its "love" and use the rich emotions in the text to infect the child, so that the child can enter the text and talk to the text.
However, after clarifying the narratives in the text, I asked the students to question the following seven questions: 1.18 natural paragraph, why the old fox would save Zhengtaro; 2. "There is no other meaning in the golden light. Is it just that the sun is golden?" 3. Why don't the fox give up, but also save the child? 4. Why did you find that the little fox was taken away, and the action expression of Zhengtaro was so impulsive? 5, 15 why the Zhengtai Lang just wanted to uncover the chain and dispelled the idea. 6. Why is Chintaro giving the fox a meal? 7. Why don't the little fox starve to death without eating food? These problems, except for the very few, such as the second and fourth, are indeed worth thinking. The rest are mostly about the content of the article. Students can solve it if they read well. Therefore, the questioning here is not very meaningful. Next, let the students study around these questions, and solve the articles one by one. The text will be interesting. The purpose of students reading is to answer the questions raised by the students rationally. Language teaching that is separated from emotions and experiences must be boring. In the future teaching, students' questions in the classroom must be carefully selected.

Psalm 3: Reflections on the Golden Footprints

"Golden Footprints" is the twenty-fourth lesson of the eleventh book of the PEP. It is a reading lesson about the legend between humans and animals: the servant of the boy, Taro’s family, retrieved a small man from the mountains. Fox, two old foxes tried their best to save the little foxes. They risked their lives and lived under the floor of Zhengtalang's house to take care of the little foxes, and established a close trust relationship with Zhengtailang, who sympathized with the little fox and secretly fed the old fox. Later, the little fox was sent to the neighbor, Zheng Taro was going back to the little fox, accidentally fell off the cliff, and the two old foxes rescued the stunned Zhengtaro in the cold. Finally, Masahiro was going back to the little fox, and with Dad put it back into the mountains, the fox family finally reunited and returned to the woods. The text shows the deep affection of life and death between animals, and praises the power of love. At the same time, it praises the mutual trust and mutual help between people and animals, and expresses the author's creative intention: nature is the common home of humans and animals, human beings must live in harmony with animals, and the world is more beautiful. !
My teaching focus is what the old fox did to save the little fox? What did Chitaro do for the fox? What did the old fox do for Shintaro? What do you realize from it? Throughout the teaching process, I grasped the two questions raised in the text introduction section, allowing students to read the text with the purpose of the problem, and guide the students to discuss and exchange, random board. After class, I think that if they read the texts when they read the texts, they can consult the reference books, and then link the reading texts with the previews, and let the students develop the habit of learning to learn.
When the new lesson was introduced, I asked the students what articles you had read about the fox, and the classroom was quiet. What articles did we learn when I led the second grade? Some students think of it and say "sour and sweet". I asked you what idioms you have written to write foxes. Some students say "Fox Huwei", I asked him to simply tell the story to the students. And encourage praise in time. At this time, I entered the theme: Today, we are going to learn an article about foxes. What is the difference between the fox written in the text and the fox in your mind? Later I felt that if I went on to ask: Can you describe the fox in one word? There may be students who answer “狡猾” and then they will be in stark contrast to the foxes in this lesson.
The old fox in the text rescued Taro is very touching. After reading the materials saved by the animals, I asked the students to talk about what they wanted to say now. This is what I didn't think about in teaching design. It is the play of the classroom. I think this is very good. Many students have said that they should protect animals and protect the theme of animals. It is difficult to teach with this lesson. Match. Just reading the material is longer, the time used is relatively more, and the classroom atmosphere is the most dull. If you use a shorter time, the effect will be better.
In this section of the small pen, I asked the students to continue writing "Happy Fox Family." But later I thought that if I only gave the theme, did not limit the topic, and the topic was self-conceived, this would give the students more imagination.
This is only the first lesson. I can only let the students perceive the content of the text as a whole. They can't make words and discretion, and grasp the difficult points. There are still many questions to be understood in more detail.
Throughout the teaching process, I have always taken students as the main body, and I played a leading role. There is definitely no perfect class, and only in this way can there be room for improvement. I have benefited a lot from the evaluation of the teacher of the National Primary School in Rehabilitation Center. I have seen my shortcomings. In the future teaching process, I will continue to work harder and achieve high results in 40 minutes.

Part 4: Reflections on the Golden Footprints

Skimming teaching is like a stranger to me. I didn't know anything before I started preparing for the lesson. Later, I found some related information on the Internet, but it was still very vague. After the class, I heard a little bit of feedback from Mr. Yan and Teacher Wu.
First, deviate from the skimming teaching track
Slightly reading the text focuses on the guidance of the method of skimming, and gradually develops students' reading ability in reading practice. The teaching of this class just ignores this point and spends more time on article analysis and humanities education. The form designed before class also became a cut-off and was not used. In fact, the problem still lies in the lack of time for students to study, so the students did not finish this form very well. Now I will come back and think about it. If you give the students more time in the class to finish the text in 15 minutes, then in the next feedback, you can finish the whole story in about 10 minutes. . Then give them some time to read back the full text, and finally sum up the learning method in 2 minutes, which is the training difficulty of this unit - how to try to figure out how the relationship between human and animal, animal and animal is true. Write specific. Finally, use 5 minutes to use the author's writing method to read the "Old Cow" prepared for them before class, and then communicate with them in 5 minutes, so that you can consolidate the teaching of this unit while completing the teaching tasks. Focus on breaking through the difficulties of teaching. However, I have been watching the time since the beginning of the course. I always put the teaching tasks and my teaching plans first, and I don’t think more about whether the students actually read them. The same is true when reading the text, only concerned with the next step of teaching, or failed to get out of the framework of the lesson plan. The subjective status of the students has only become a display in the head and has not been able to play out.
Second, skimming teaching methods and skills guidance is not in place
The skimming method to be given to students in this lesson is to read the text at a faster rate. I only give this point to the students in class. Without further guidance, I actually used this sentence as a display, and I never thought about it. What is the speed? So when I was asked this question, I was speechless. Yes! In fact, many times, it is not because our teachers lack thinking, they are in a vague state, how can we let students understand, sad! I want to come, this class also gave me full preparation time, but in the process of preparing lessons, I always worried about this worry, and then I read the skimming as intensive reading. If I can think a little more about the skimming method when preparing a lesson, I might let the student know that reading at a faster rate is to read it with silent reading. What's even more ridiculous is that when I find that students are light when they are reading, they are encouraged to read them out loud! I feel that I have failed when I want to come.
In short, in this class, I feel that I am always at the crossroads of intensive reading and skimming. I have not achieved the method of intensive reading, nor the goal of training and applying the skimming.
Third, the link design is superfluous
In the skimming instruction, the small pen is generally not advocated, and in this class, I let the students stand in the perspective of the little fox, the old fox and the Zhengtaro. This link can be said to be humanistic and lacking tools. In the skimming class, it seems to be a little addictive. Secondly, I also waste too much time. If I can use this part of the time to read "Lao Niu" outside of class, I think it would be more ideal.
I was frustrated at this event, but I didn't regret it, because in this class of heterogeneous, intensive reading and skimming new courses, I realized the problems of my own teaching, and also touched some of the teachings of skimming. doorway. I learned a lot of new teaching methods and concepts in the classrooms of several other teachers. In the comments of Teacher Wu and Teacher Yan, the following points are summarized:
First of all, skimming teaching focuses on the teaching and application of teaching methods. Skimming teaching is a bridge. In ordinary teaching, this bridge must be built. Also students are a training ground for skimming methods. Let them grow up better and faster in skimming.
Secondly, skimming the teaching should be willing to let go, and give more time to the students, but during this time, students should be clear about the methods and tasks of reading. Remember to let freedom. Teachers use a relatively small amount of time to give students methodological guidance. Slightly reading the teaching is actually a teacher's teaching, and the students still have to learn well.
Third, teachers should be given the right amount of time when they are guided and applied. When students need it, it is not easy to be good.
Fourth, grasp the three major tasks of Slightly Reading Teaching that Shen Da'an said: grasp the general idea, learn to skimming, and expand and extend.
Although the teaching of skimming is still very confused, I believe that there will be a clear world in our continuous trial and exploration.

Pt 5: Reflections on the Golden Footprints

This skimming text describes the legendary story between the young boy Zhengtaro and the fox in the order of development. The training focus of this lesson: 1. Read the text at a faster speed to understand the content of the text; 2. Read the texts with emotions, experience the feelings of the Fox family and their relationship with Zheng Tailang, and understand how to get along with the animals. I designed the following teaching ideas around the training focus:
1. Introduce the old and reveal the subject.
Through the first three lessons, we felt the deep feelings between humans and animals, animals and animals. So, in fables and fairy tales, what is the story of the fox that is often associated with the word "狡猾" and what happened to humans? In this section, let's learn the fourth lesson - "Golden Footprints".
2. Read quickly and learn about the content.
Let students quickly read the text, find out the relevant characters in the text; read the text silently, find out the relationship between the characters; according to the blackboard, the students try to talk about the main content of the text. Summarizing the main content of the text has always been a student's weakness. Today, this kind of relationship-chained book greatly reduces the difficulty for students to summarize the article, and the effect is very good.
3. Read the text and experience the emotions.
According to the student's choice, the content is read aloud randomly. Due to the length of the text, the key paragraphs could not be read, but the students have already felt the deep family relationship of the Fox family and the good relationship between Zhengtaro and the fox.