Reflection on the Teaching of "I Should Be Proud to Be Right"

Part 1: Reflection on the Teaching of "I Should Be Proud to Be Right"

"I should be proud to be right" is a vivid and interesting fairy tale. Teaching this article should grasp the specific performance of the small camel and the little red horse, stimulate students' interest in self-reading, and induce them to actively master related animals. Common sense, consciously understand the truth of the story, forming and improving the aesthetic taste of health. At the same time, it is necessary to combine the characteristics of this article to guide students to learn to accumulate texts and develop and develop their imagination. I made a little try in teaching:
1. Build a dialogue platform "Chinese Language Curriculum Standards" clearly states: "Chinese teaching should be carried out in the process of dialogue between teachers and students." Language teachers must strive to create a relaxed, free, democratic, harmonious teaching atmosphere and build an equal dialogue with students. A platform for natural communication. After revealing the subject, the teacher can ask the students to speculate on some of the main content that the story should tell you, such as "When did I feel inferior? What time made me feel proud? What is the cost of my proud pride?" Wait.
2, the use of illustrations to guide the illustrations here have two meanings, one is the picture, the second is the chart. The biggest advantage of the illustrated guide is that it is intuitive to imagine, and it is easy to leave a concrete and profound impression. When guiding students to understand the hump, the soles of their feet and the eyebrows and grasp their respective characteristics, they should fully play the role of illustrations, so that students can observe them carefully. The shape and characteristics. When you introduce the characteristics of the camel, the soles of your feet, and the characteristics of the eyebrows, you can ask students to fill out the chart:
The characteristics of the parts are used like a hump like two meat chop storage nutrient feet are large and thick to prevent trapping into the sand. The two layers of the wind cover the wind and sand to see such a chart. What are the characteristics of the camel's hump, sole and eye? It is easy to see at a glance and impressed.
3. To guide the development of extended fairy tales, we must be good at using the language materials provided by the texts to guide students to enrich and enrich the content of the texts, expand the space of the texts, and deepen and sublimate the themes of the texts. "The desert trip is over. The little camel has seen the little red horse again. What will he say? How to do it?" This question clearly reminds us that the students grasped the main content of the text and mastered the common sense of animals. After understanding the truths contained in the story, students should also be allowed to “continue to write”. The continuation of the guide should start from the content of the text, guide students to design interesting and reasonable scenes, and focus on the characteristics and functions of the camel's hump, eye and foot, and expand and extend to seek independence and innovation on a reasonable basis.

Part 2: Reflections on the Teaching of "I Should Be Proud to Be Right"

First, based on textbooks, borrowing texts to acquire language, the ancients have the sayings of "speaking, knowing, and forgetting words." It is said that people read an article, first of all feel the language of the article, and then understand its meaning. Finally, people often I remembered the meaning of this article, but forgot the specific language and literature of the article. This is the law of reading, but our language lessons are not. We must not only let students "satisfied", but also let students "get words." How to learn the language of the students and use the language of the text to express is a shortcut. My class should try to let the students say more and learn the language in a subtle way.
Affective reading makes the written language not only form a three-dimensional image, but also can be transformed into a verbal language with expressive expression, which makes the inner taste of the article and the students' own tastes complement each other. In the classroom, I use a variety of forms of reading to enrich the accumulation of students' language, personal reading, reading, group reading, performance reading. At the beginning of the class, I asked the students to read the subject repeatedly with pride, let the students gradually enter the text, enter the author's world, and lay the emotional tone for the study. After reading the 3-4 section of the text in multimedia, I asked the students to share their life and talk about the desert they saw. When the students read the text, a vast and desolate desert map appeared in front of the students. Then I used the phrase "Little Camel understood ________" to say a word. When everyone finished the sentence, the meaning of the text was basically mastered. At the end of the whole class, I dig deeper into the speech practice points in the text and use "I am proud, I am a camel..." to say the last sentence and then move to the students, using "I am proud of... The sentence says the place where you are proud. Some students can't help but say: "I am proud that I have received many praises from Teacher Liu in this class today." At this time, the dialogue between the students and the text "lived" and "fired". One by one, dancing, laughing and hoarse. This dialogue transforms “potential texts” into “realistic texts” and achieves the effect of educating people in subtle ways.
Second, highlight life, and set up a platform to create language.
“When you give the students a big stage, he can dance beautifully.” What is the class? Classroom is a dynamic zone of passion burning. It is a platform for them to seek knowledge, create, show themselves and experience success. It is a place for students to grow up healthily. The potential of students is unlimited. The key is whether teachers give students a large enough platform.
In this class, I used the blank space of the text to construct a platform for continuing to write stories. It subtly puts the internal task of the language of the book as an important task of the language teaching, and quietly implements the text. Skills “silently” migrate and become students’ own expression skills, which is a challenge for students. In this class, students can challenge success. First, because there is a lot of speech practice before the study, the important language in the text can be used flexibly; the second is the group cooperation, which brings together the power of everyone; the third is the previous text. Learning, students have a very good emotional foundation. As a result, a challenging platform emerged, and students talked to the text on this platform. The essence of the dialogue has transcended the teaching materials and crossed the time and space. The little camel they created and the little red horse's meeting again filled with childlike fun. Naturally, the little camel also brought the little red horse to the desert. The little red horse faced all kinds of cockroaches and eliminated the prejudice against the camel. Such a platform is full of wisdom. Teachers are no longer the interpreters of textbooks and executors of teaching plans, but a person who is good at creating situations and educated and witty. He is no longer merely imparting knowledge, but more awakening students. Creativity, improve the quality of students' thinking, and educate love. At the end of the story, many students can think of the camel and the little red horse as good friends.
Third, failed to closely follow the subject and continue to deepen the main theme. .
This is a shortcoming in teaching. The key words of "I should be proud to be right" are not in the teaching. If you can teach the role of hump, sole and eye. Repeatedly reading this sentence repeatedly will enable students to understand the understanding of this sentence step by step, so that the revealing of the subject of the text has a deep and gradual process.
The above is my teaching design and reflection on "I should be proud of it", please ask the leaders and teachers to criticize and correct.

Part Three: Reflections on Teaching "I Should Be Proud to Be Right"

"I should be proud to be right" is a fairy tale story about the little camel listening to the little red horse saying that it looks ugly after being ugly. Under the mother's education, through the experience of traveling in the desert, I finally understand. It is not difficult to see that you should be proud. The reason for judging things must be based on phenomena to see the essence and dialectical treatment.
The storyline of this text is relatively simple. I use the graphic guide during the teaching, and deepen the impression through the performance, let the students feel the emotional change of the little camel from being wronged to proud.
This text is very resonating with students, because most of the students have been wronged and inferior to varying degrees, how to overcome, how to treat others' ridicule, this fairy tale plays a very good inspiration. Therefore, when I was in this class, I did not talk about things, but instead used the language materials provided in the text to guide students to enrich and enrich the content of the text and deepen and sublimate the theme of the text. After learning the story, I combined the after-school exercises to inspire the students to imagine: "After the desert trip, the little camel meets the little red horse again. What would he say, how to do it? What about the little red horse?" In the discussion, let Students learn the truth of the story and can change the way that the problem is not correctly viewed.
Finally, I also guide students to contact the reality, talk about what reasons they used to feel inferior, and when did they make themselves "proud"? Can you talk about what people and things have been ridiculed before? What are the different views after learning the text?
This level of in-depth, gradually let the students realize that they must look at things in a dialectical manner, and establish a correct aesthetic. If you look at the appearance like a little red horse, it is not a real matter. At the same time, students can build confidence and look up to face everything, only to make themselves proud.

Part 4: Reflections on Teaching "I Should Be Proud to Be Right"

"I should be proud of it" is a fairy tale story about the little camel listening to the little red horse saying that he was ugly and deeply grievances. Later he traveled to the desert with his mother and understood the hump, the soles of the feet and the eyelashes in the desert. The story of the special use. Tell the students to judge the beauty and ugliness of things, not just to look at the appearance, but to see if it is useful.
A homework was arranged in the book: the desert trip was over, and the little camel saw the little red horse. What would he say, how to do it? In the impromptu performance of the students, "Little Camel" brought "Little Red Horse" to the desert, "Travel" was over, and "Little Camels" were so arrogant and arrogant, and "Little Red Horse" was red-faced and dejected.
The balance of all children's feelings is tilted to the little camel. Obviously, the topic "I should be proud of it" is from the perspective of a small camel, but isn't the little red horse a foiled, poor and inferior? Of course not.
So I changed my character. "Classmates, I am the little red horse in the text. I heard the introduction of these little camels. I am very inferior. How can I not have two meats, no double eyelashes? My How is the hoof hard?"
This problem, such as the water thrown into the pan, instantly exploded. A student said: "Little red horse, camel is a boat in the desert, but you are powerful on the plain." "Little Red Horse" eyes lit up: "Is it? Another student said: "In ancient times, you could have the common means of transportation around the world." "Little Red Horse, the idiom of "Being a leader, success, and knowing the horse" is a boast of your horse family!" . . . . .
"Little Red Horse" is very happy: "Ah, it seems that I should be proud of it. Who are you?" The children scrambled to say their own bright spots. In the end, it was unanimously concluded that we should all be proud of it.
An educator said: "The most mysterious corner of every child has a unique string. When you dial it, it will emit a unique sound. To resonate with your child's heart, you need it. Align the tone with the child's mind." To reach this realm, problems and situations are the key. When the image of the weak red horse slammed the mind of the student, “What do I have to be proud of?” This question sparked the students’ thinking: different objects have different values, small camels, little red horses, you and me. There are places to be proud of. This is not only about teaching Chinese, but also shaping a sound personality.

Chapter 5: Reflections on Teaching "I Should Be Proud to Be Right"

Today, the text I teach is the first lesson of "I should be proud of it." When students read the text, they must first "get into it" and enter the context of the text. The text uses a lot of vivid language to describe the special environment of the desert. I instruct students to naturally “into the inside” and read it according to their own experience of the situation, such as “the desert of the beggar” and the “endless desert”. "Wait, I experienced the artistic conception depicted by these words and read out the tone that should be."
Reading teaching should guide students to read key words and phrases. Otherwise, students will not be able to accumulate in the minds of students if they read the words and float on the surface. In the third and fourth sections of the teaching, I will guide the students to pay attention to the key sentences and understand the role of the soles of the feet, eyelashes and hump in the desert. Then guide the students to read the keywords to further understand that the feet, eyelashes and hump are indispensable in the desert. Great role, feel proud with the small camel, grasp the words and deduct the sentence, and implement the teaching objectives of this lesson.
"Course Standards" proposes that reading teaching should change the old, narrow, and dead of the course content, so that it becomes new, wide, and live, so that the content of the Chinese course is open to life, so that students can get emotional experience and sentimental exercises. In the teaching of this class, I recommended the short essay "The Boat of the Desert" to the students, and let the students think about: What else is the little camel proud of? Through expanding reading, students found that there are many places where the camel is worthy of pride: in the student exchange, I also guide the value orientation of the students, such as the quality and spirit of the camel, which is what we should learn. As a supplement to the content of the text, this not only stimulates the students' interest in reading, but also helps to mobilize the students' emotions. When the students are proud of the small camel, they will lead the students to see Mu Zhilin and play the guiding role of the text.
Of course, as a learning guide, I can't control the classroom well in the face of the classroom. The teaching language is not rich enough. Especially for the children's wonderful speeches, the comments are not timely enough, and the motivation and guidance of the evaluation language cannot be properly reflected. The reading guidance is not strong enough, the form of reading is not enough, the method of reading is not flexible enough, and there are many regrets. I will continue to explore and improve in teaching.