Reflection on the Teaching of "You Wang Bo"

Part 1: Reflection on the Teaching of Juvenile Wang Bo

This is a character story. The text mainly tells the story of the young Wang Bo who wrote the famous article "The Preface of the Rattan Pavilion" when he was at the banquet of Tengwang Pavilion, showing the extraordinary talent of Wang Bo. According to the students' cognitive rules and the characteristics of the textbooks, I always insist on the situational teaching throughout and throughout the teaching activities.
First of all, after the students asked for the context of the natural section of the first and second paragraphs, I designed the scenes for the students to perform the invitations and commented on them, which not only made the classroom teaching lively, but also stimulated the students' interest in learning and improved the language used by the students. The ability to create a language helps students to understand the text in depth and have a living feeling in the language. At this point, it is natural to guide the reading. Through reading, performance and commenting, the students initially felt the talent of Wang Bo, and realized the difficulty of writing on the spot, paving the way for the students to admire Wang Bo.
Next, I showed the picture shown in the illustration. Wang Bo stood on the vine king's pavilion and carefully observed what beauty? Create a scene, so that students can experience the tranquility of autumn in the scenery. The beauty of autumn. The depth of autumn, and then let the students express their vision in words, training students' imagination and oral expression ability. By enjoying the scenery and speaking, the students are as immersive as they are. At this time, let the students read carefully and read the beautiful scenery. At the same time, the evaluation between students and students enables students to experience the joy of success in the classroom, gain the enterprising power, share the harmonious and happy cooperation, and use their own reading to express the emotions contained in the words.
At the same time, in the teaching of the famous saying "Low Xia and Lonely Flying, Qiu Shui have a long day." I combined the ancient text with the current text, breaking through the difficulties of understanding ancient poetry, and at the same time following the students' cognitive rules. Grasp the thinking space of the ellipsis at the end of the third paragraph, and guide students to move from textbooks to extracurricular activities and enrich their imagination. At the same time, in the process of lightly reading the "Tianwang Pavilion Preface", the students' admiration for Wang Bo was further stimulated. After reading, why do you read this, respecting the students' individual experience and cultivating students' ability to understand, feel and express. Subsequent mutual evaluations have aroused the subjective participation of students. During the evaluation process, students have deeply understood the content of the texts, especially the understanding of the three idioms of “being confident and confident” and creating a qualitative leap. They deeply felt the accuracy and exquisiteness of the texts used in the text, and once again felt the talent of the young Wang Bo. The Wensi was agile and talented. Then ask the students to think about what you learned from Wang Bo? Through this link, the students are guided by the ideological connotation of the characters, which not only infiltrates the ideological education, but also implies the writing method. The emotional attitude goal and the intellectual ability goal are ingeniously blended together, embodying the idea of ​​literary unity.
Finally, summarizing the texts and using the migration, according to the verse of "Luoxia and Lonely Flying Together, Qiu Shui is a long-lasting day", use your own words to depict the scenery you imagined, and write a paragraph depicting a scene of more than 100 words. Through this summary extension, the students have received a broad world that fully demonstrates their self-development personality, embodying the new curriculum standards: establishing a broad education perspective, stepping out of the classroom, promoting extracurricular activities within the classroom, improving students' language practice ability, and cultivating students The comprehensive literacy of the students' language.

Part 2: Reflections on the Teaching of Juvenile Wang Bo

After the simple introduction, let the students talk about "when Wang Bo is a kind of person", the children quickly summed up with "very talented". After letting students write a book, it is natural to introduce the study of the text.
Entering the study stage, the child's performance is getting better. The children’s understanding of the text is still very profound, and their speeches are often unexpected.
"From the word 'heard', I can understand two meanings: 1. Wang Bo is really talented, or his fame will not be transmitted to the ears of the governor; 2. You can also see from this word. Out, you may feel that 'the ear is illusory, seeing is believing', he did not personally appreciate Wang Bo’s talent, so I would like to take this opportunity to appreciate it!”
"I see that Dudu is a bit dubious, after all, I just heard about it."
"Doubtful? Is that a little more 'trust', or a little more 'suspicious'?" I asked.
"It should be a little more than 'letter', otherwise he will not 'invite him to come to participate'!" A child then said.
"I think he may still want his son-in-law to show his face in front of Wang Bo."
The unremarkable "hearing" word was actually so much that the children chewed out so much content that I didn't even think of before class.
In the second paragraph of the text, I wrote about the performance of the guests. Before class, I was very worried that the child could not understand the beauty of the author's script. But the wonderful children in the classroom still make me "surprised."
"The purpose of writing this is actually writing Wang Bo."
"Hey, can you talk about it?"
"Write your guests, 'Look at me, I look at you', a pair of helpless look, so that you can bring out Wang Bo's 'extraordinary' from the opposite side!"
"They 'you look at me, I look at you', on the one hand because they really worry that they can't write well, the time is short, if they don't write well, they will lose their faces; on the other hand, they also know that the governor is already there. Arrange for your son-in-law to write. They don't have to make it difficult for the governor."
It can be seen that the children have done a good preparation before the class, and I can't help but give the children a thumbs up again and again.
The teaching of the third natural section of the lesson is the most worrying before the class. It feels a bit sloppy in the test of the new city. Although I have done countless thoughts before class, I always feel that there are no new ideas. I always feel that the key here is how to bring the children into the context described in the text. So, today's teaching I did the following:
After presenting the third paragraph, I asked the children to read the text softly and think about it: What kind of picture appeared in your mind as you read it? Or what scenes have you seen? The children suddenly understood and gently licked. After a while, the children raised their hands.
"I saw the blue sky and saw the river."
"Hey, is it the blue sky? In the evening, the sun sets!"
"No, it’s the sunset glows half the sky." The child suddenly realized.
"I saw the red sunset reflected on the river, as if there was a golden avenue on the river. In this golden world, there is a wild duck that is draping in the glow of the setting sun."
"Hey, a wild duck." I deliberately emphasized the word "one".
"Yes, what is said in the text is 'orphan'."
"Listen to everyone saying so well, the teacher also wants to read the third paragraph of the text."
In the applause, I took the "not too ordinary" Mandarin and read the text, and the children were attracted at once. Perhaps, they did not expect the teacher to come to the reading.
Seeing that the children are still immersed in the situation described by the text, I showed the picture of "Luoxia, Qiuqiu Qiu Tiantian" and said: "The description of the text is so beautiful, but Wang Bo wrote this scene with one sentence. "Students read it naturally - Luoxia and Lonely are flying together, and the autumn water is always a day.
The ringtone of the class finally sounded, the children were still unfinished, and the classroom was restored to the excitement.

Part Three: Reflections on the Teaching of Juvenile Wang Bo

Three years of students began to train for the training. After one semester, many teachers felt that the student's work still had problems of one kind or another. In fact, from the texts in the third grade, we can find many ways to guide students' work, and this text is also a good article to guide students' work.
In the thinking of teaching, I personally think that "inspiration" is the key to training students to learn to work. Writing teaching can not forget to blame students for inspiration training. Of course, this training is difficult, and this article gives us training students to inspire. Methods. Students receive every training, but they all think about it. What do they think, what they think, and what kind of thinking can give students the impulse to write. Some of these articles should guide students to understand. How did a good article come about? I personally think that this kind of thinking is extremely relevant. Nowadays, many students lack the process of thinking when they are writing. They can't find a language that makes them happy in their own thoughts, so they are afraid of the psychology of their work.
Reading the "Youth Wang Bo" lesson, we must guide the students to read repeatedly. "When Wang Bo is standing at the window, he is staring at the charming autumn scenery on the river: in the distance, the sky is connected with water, the water is connected to the sky, and the water is full of color. Only the wild ducks are flying in the glory of the setting sun, and the splendid clouds are gently floating in the sky... Wang Bo looked at him and suddenly turned around and said with confidence: "I think this text should be for students. In mind, I will imitate this form, because the work is inseparable from such pre-write thinking, which is actually the training process of inspiration. After completing this article, students can follow this starting point, each time, giving students this time. Of course, this also tells us that the language teacher, when guiding students to write, should not only talk about themselves, but should give the students a quiet time to think, give the students a quiet thinking environment, because this is very important. In fact, in the guidance of the work, our teachers have said too much. I think that I am very good at speaking. In fact, there are still many students in the class who can’t listen in, so the signal transmitted by the teacher can’t get through the brain of the students. In the end, many students don't like to write. So why do the actions that stand in front of the window in the text create such an environment for children?
The work is inseparable from the quick thinking of the child's brain. However, some students refuse to think, like "You look at me, I look at you, no one can dare to agree", in fact, it is a reflection of the brain's refusal to think. In each of our works, there are actually many students who are like this. Their brains also refuse to think. Although they are finished in the end, they are mostly coping with the text. Therefore, in guiding students to learn, we should let them open their own brains and not let their brains close.
Of course, this class also has another role, that is, to lead students to learn the "Tengwang Pavilion", that is to say, the study of this class actually lays a foundation for the future of the child, for the future to establish a situation, for the future to establish a knowledge structure.
This class is worth not only for students to think about, such as the young Wang Bo why this young talent has such talent? This is a good research topic. How did you know the young Wang Bo? ... These questions can be used as research points. Don't think that children are small. In fact, they can also study.

Part 4: Reflection on the Teaching of Juvenile Wang Bo

"Youth Wang Bo" is a character story. The text tells the story of the young Wang Bo who wrote the famous "Tengwang Pavilion" in the prince of the vine, and showed Wang Bo's extraordinary talent.
At the beginning of the study, I asked a question: What kind of person do you think Wang Bo is in reading the text? The student's response is very broad: very talented, observant, thoughtful, and so on. On the basis of the students' answers, I grasped the keyword “very talented”, so that students can read and draw somewhere in the painting to see that Wang Bo is a very talented person? The students found their answers in quick silent reading and circle painting:
1. "A Governor who is surnamed 阎 is preparing to hold a banquet in Tengwang Pavilion. I heard that Wang Bo is very talented and invited him to participate."
2, "Dudu asked the guests to write a congratulatory article, you look at me, I look at you, who dare to agree." Homeopathy, I have raised the question: these people look at me, I look What is Wang Bo doing when you are? The students quickly read out the third natural section. From this, I guided the students to understand why Wang Bo could quickly write an article about the ages, because he was good at observation, willing to think, and he was observing and quietly thinking. In order to be confident, this is actually the premise of writing a good article. We should write this as well. At the same time, I told the students that this is a counter-method, and we can try it out in the work.
3, Wang Bo looked at and thought, suddenly turned around, said with confidence: "Let me try it!" He is like a spring, the pen goes like a fly, and soon wrote it. I will let the students read this verse with the contents of the third paragraph of nature, and what do they understand? Because of the deep feelings of the beautiful scenery of Jiangshui, the understanding of the verses was not analyzed too much. The students could read and understand them. While reading and understanding, they realized the conciseness of the verses.
5. This "Tengwang Pavilion Preface" written by Wang Bo has become a famous article from the ages.
6. Finally, on the basis of students' understanding of Wang Bo's talents, I added words such as "talenty, talented, agile, outstanding, awesome, and flowers", which increased the accumulation of students' vocabulary.
In this lesson, I grasped the talent and guided the students to understand the text. Students are still interested in learning. In short, we appreciate and advocate the simple and simple language teaching, the book is divided into students, and the development of a steady and steady language teaching. "But what kind of design as a teacher can make the children develop in a solid way? It is not simple to say that it is simple!

Part V: Reflection on the Teaching of Juvenile Wang Bo

In this lesson, I pay attention to the language, grasp the text, and highlight the true nature of the language. In the teaching, students can experience the process of learning, learning, understanding, experiencing, internalizing, etc., and gain the nourishment of verbal wisdom and the spirit of humanism. First of all, create a situation, guide students to extend the article to the Tengwang Pavilion to the Wang Teng, and then gradually introduce new lessons, leading the students to step closer to the talented teenager. Then lead the students to read the text and read the words. Through a variety of methods to check students' mastery of words, widely mobilize the enthusiasm of students to learn words, so that word teaching is implemented in the interest of students. Then tightly buckled, and led by school. Wang Bo's admirable talent is the center of the whole text. I use this as a clue to teach. Through poetry and literary works, graphic and textual comparison, reading "the Wizards", along with the students' ideas to experience Wang Bo's talents, the presentation of teaching content is entirely a student's independent choice. In this part of the teaching, I will read all kinds of forms throughout the classroom, let students read different ways, read different personal feelings, deepen their sentiments in one reading, sublimate emotions, bring the atmosphere of this lesson into the classroom. A brand new climax.
By properly arranging extracurricular extensions, students can fully feel the talent of Wang Bo after class, and experience the spectacular and beautiful scenery of “the waters of the river, the sky and the clouds”. At the end of the class, I summed up the students. Wang Bo's life, and the classic sayings of "Luoxia and Lonely Flying Together, Qiu Shui Long Day and One Color" are given as gifts to the students. I hope that everyone can read the beauty of the autumn scenery through the deep feelings and read Wang Bo. The talent and inner admiration. This kind of design makes the whole subject of the whole course full of new ideas. Finally, in the snoring of the "Tengwang Pavilion Preface", which is a long-distance appreciation of Sun Dao's prosperous and long-distance, the end of this class is deeply thoughtless.