Reflection on the Teaching of Bodhisattva

Part 1: Reflection on the Teaching of Bodhisattva

This text is a story of the Red Army's long journey. This experience is not about the military struggle that you lived and died, but the struggle between the Red Army and the reactionary army. The story is vivid and moving. Before I had the class "Buddha Bing", I was a bit worried because the background of this article has been far from the life of the students. Do children like this text? In order to get a good job in this class, I have consulted a lot of relevant information. During the teaching, I mainly paid attention to the following teachings:
First, pay attention to the supplement of background information
In the first lesson, I added some information about the Long March of the Chinese Workers and Peasants Red Army to let students know why the Red Army will go to the Tibetans' areas and how hard they are on the Long March. This can help students to have a general grasp of the image of the "Red Army", and also to help students understand the reason why the Red Army and Tibetan gang can establish this "fish and water".
Second, pay attention to the understanding of key words and sentences.
In this text, the words of Commander-in-Chief Zhu De are the focus of teaching. I will let the students grasp the places where they feel the deepest on the basis of full reading, and give full play to the students' ontology. And he said, "The seeds that the Red Army sows sprout, root, bloom, and result..." are even more important. As long as you can understand this sentence, why the Tibetans called the Red Army a "Buddha soldier" problem will be solved.
Third, supplement the Tibetan people's belief in life
Most of the Tibetans believe in Buddhism. Bodhisattva is a blessing in Buddhism and a common life. Therefore, Bodhisattva has a very sacred position in the hearts of Tibetans. Tibetans like the Red Army to their most respected people. This is the highest for the Red Army. Evaluation. With the addition of these contents, the students understand that the Tibetans claim that the Red Army is a "Buddha soldier" will be more natural.
Fourth, connected with reality
I linked the image of the Red Army, which is dedicated to the people, to the People’s Liberation Army, the most lovely person in the world. This is in line with the phrase "to let the seeds planted by the Red Army sprout, root, bloom, and result..." The words echoed.
There are also a lot of unsatisfactory places in this class.
First, the main line of the Red Army’s thinking for the people is not very clear. I pay too much attention to the point, thus neglecting the whole thing.
Second, some of the answers to students lack evaluative language.
Third, the operation design is not comprehensive. One of my homework is: When harvesting in the fall, the Tibetan compatriots want to express their gratitude to the Red Army and let the students write letters on their behalf. But before doing this homework, you should be praying for teaching. For example, you can let the students talk about what the Tibetans would say to the Red Army when they saw the cleaned yard and the rectified land. It will be easier to write.
Fourth, the design of the blackboard should be more clear and clear, and can play a leading role.

Part 2: Reflection on the Teaching of Bodhisattva

Before I had the class "Buddha Bing", I was a bit worried because the background of this article has been far from the life of the students. Do children like this text? In order to get a good job in this class, I checked the relevant materials, and also arranged for students to find some stories on the way to the Red Army Long March. In teaching "Buddha", I paid attention to the following teachings:
First, pay attention to the background of the supplement
It is very necessary to supplement the knowledge about the Long March of the Chinese Workers and Peasants Red Army before class. Otherwise, it is difficult for students to understand the concept of "army" or understand the meaning of "fish and water". In the class, I briefly described the background of the Red Army's Long March and added this information to let the students know why the Red Army went to the Tibetan area, and also experienced the hardships of the course. It is of great help to understand the word "rest".
Second, pay attention to the teaching of key sentences
Teacher: In order to seize the time of spring ploughing, the next day, at the mobilization meeting to help the Tibetans plough, Zhu De said to everyone: "We can't let the Tibetans go hungry in the coming year. We must do our best to grow our own land. Let the land be planted well, let the seed we planted take root, sprout, bloom, and result..." Free to read the words of Commander Zhu, and talk about what you understand?
In this text, Commander-in-Chief Zhu De said: "To let the seeds planted by the Red Army sprout, root, bloom, and result..." is the key understanding of the text. Students understand this sentence and understand the subject of the text. The difficulty in teaching the Red Army as a Bodhisattva is also a matter of course. This sentence has two meanings. The first layer is that the Red Army is a spring plough for the Tibetan compatriots. Naturally, it will be planted, the seeds will germinate, take root, bloom, and the result will be the process of growing crops. The other layer means that the Red Army is in the Tibetan residential area. Whatsoever, the image of the Red Army's love for the people will be spread like a seed in the hearts of Tibetan compatriots, and thus will be understood and supported by Tibetan compatriots. Most students understand that the first meaning of this sentence is not laborious, but it is a bit stuck when understanding a deeper meaning. At the beginning, I was a little anxious. The text is here. Students should be familiar with the text. It should be natural to understand the meaning of the deeper layer. I think again, these are still third-grade students, and the ability to understand the text is not strong enough, so I will temporarily put this "difficult point" temporarily "to the side." After the children realized the change of attitude of Tibetans and entered the hearts of Tibetans through performances, this "difficult point" was solved.
Third, the processing of sentences must be flexible
"Do your best" is to make a sentence. I have made a foreshadowing before and asked the students: "Whatever you do, you will do your best or under what circumstances you should do your best", teach with a heart-to-heart method, if the students can answer, then The sentence will also be completed.

Part Three: Reflection on the Teaching of Bodhisattva

"The Long March" has become a great miracle in the history of the world's military. No matter from which angle, we can't forget that history, and we can't let students forget that history. Now, there are also many historical scholars who study the Long March and evaluate the Long March more objectively. Many writers have picked up the pen and rewritten the Long March. For the Chinese, the Long March is no longer a simple historical event. From the time we read, textbooks from the national to the high school, and even to the university, have this material. To write this thought, I used the "Red Army + Long March" to search in Baidu and searched 217,000 pieces of information, which is enough to show that the Long March is a course and a course for Chinese people to learn. For the first time in the third grade, the Jiangsu Education Edition introduced the “Long March” to the textbook, aiming to lead the students to read the Long March and study the Long March.
For the third-grade students, the "Long March" is not unfamiliar to our students in general knowledge, because there are still a lot of TV dramas, movies, books, etc. in this respect. But now because children like games, like cartoons, like animation [over the word: China has not yet created an animated long march drama], because the "long march" is the world of adults, perhaps no more information into the children's The brain, knowing the child's existing knowledge and experience, and understanding the child's actual situation, can present the essence of this article to the students. This is also what we have to study before teaching.
What is the Long March story of the "Buddha Soldier" given to the students? One is to let students know Zhu De; the second is to lead students to know how Tibetans lived at that time; the third is how military and civilian fish and water are built; the fourth is that the article is titled "Buddha Bing" and the word "Buddha" To let students understand, we should not understand the word Bodhisattva as superstition, and guide students to understand that this is a kind of faith. "Buddha" is a Buddhist term. It refers to the person who has practiced to a certain extent and is second only to the Buddha. This is also the original meaning of the word Buddha. It is the name of the Tibetan compatriots. In this lesson, it means "the person who is charitable." This is also the name of the Tibetan compatriots. There is also an understanding of the word "Bing". In teaching, we can't just put the foothold on the commander-in-chief of Zhu. This article is not just to sing the commander-in-chief of Zhu, but to praise the commander-in-chief of Zhu. We want students to understand that the Long March is not a matter of one person, but a matter of group. The last natural paragraph: "They said: 'When I saw the commander of Bodhisattva, the same soldier of Bodhisattva!'", although there are multiple layers of meaning, the key is to let the students understand that the power of this team has changed the understanding of Tibetan compatriots. .
Why do you want to start a meeting? I also think about this issue. In the history of the Long March, people will not forget many meetings, and each type of meeting has a certain purpose. Why is it for the second mobilization? First, the Red Army soldiers do not understand the Tibetan compatriots, indicating that this meeting is going to be opened; second, the Tibetan compatriots do not understand the Red Army, this meeting is to be opened; the third is to act to let the Tibetan compatriots understand; fourth, not all soldiers can be unified, open The mobilization meeting is a unified understanding; the fifth is when the spring ploughing, not rushing to breed, this is a hard task, but also an imperative meeting... So, when thinking about this mobilization meeting, I feel that in the classroom, we should guide students in Think about this mobilization meeting during reading, because this will be very interesting and worth studying. Without this, it is hard to see the heat.
There is a lot of information in this article. It is definitely not enough to understand the text alone. Because there are too many unknowns for children, it is still feasible to use this lesson to lead students to read the Long March. of. If the students can take the initiative to read, the Long March will not be so abstract!

Part 4: Reflection on the Teaching of Bodhisattva

In the design and teaching of this class, I grasped the illustrations, tasted the head and tail, and through the delicate handling of the text, the students gradually formed the ability to grasp the main line of the text, so as to achieve the goal of independent study.
In the lesson of "Buddha Bing", the profound meaning of Zhu De's few sentences is not only the focus but also the difficulty of the article. If you stay in the plot analysis and word understanding, then this class will be very trivial and It takes a lot of time and the teaching effect is obviously not ideal. Therefore, how to grasp the whole text as a whole and find a suitable entry point to improve the classroom efficiency of this lesson has become my problem. After reading the text carefully, I found that although this article is in the order of development of things, one of the dark lines that runs through it is the emotional change of Tibetans. The easiest and most direct way to understand the changes in the emotions of the characters is to start with the demeanor and action. At this point, I noticed the illustration in the text. On the picture, the Tibetans smiled around Zhu Dexi, and there was a kind of gratitude and happiness that could not be concealed. So, I decided to use this picture as a breakthrough. After the students had a deep understanding of the reactionary army and the Red Army and knew that the Bodhisattva in the text was the Red Army unit led by Zhu De, I designed at the beginning of the second lesson: "Classmates, take a good look at this picture. What do you understand when you look at the characters' expressions and movements?" Students can easily describe the scene at the time when they look at the expressions and movements of the characters on the map. I took advantage of them to bring them back to the text: "Please read the text quickly and talk about the natural paragraphs of the text describing the scenes on the map?" It is easy for students to find the natural segments of 8 and 9. At this point, I guided the students to read the first natural paragraph of the article and asked: "When the Red Army troops first arrived at the Tibetan people's residence, the Tibetans hid into the mountains early and did not dare to show up. How to change later? So, I attracted the attention of the students to the comparison between the beginning and the end of the article, not only let the students understand the echoes of the structure of the article, but also paved the way for the students to actually enter the main body of the article.
Then, in the first paragraph of nature, I followed the word "urgent" and guided the students to find out what Zhu De had thought of to solve the problem in the case of eagerness. It is easy for students to find the natural section of the main part 2-7, and summed up that Zhu De thought twice about the way. The first time was the 2-5th paragraph, the translation was called to convince the Tibetans; the second was the 6th. -7 natural section, personally led the troops to use action to influence Tibetans. The main line of the text has been very clear at this time. The students have grasped the whole text as a whole. At this time, it is not difficult to guide them to feel the character's mood from the specific dialogue. In fact, in the actual teaching later, the classroom response of the students is just like my idea, and everything is in order. Through the design and teaching of this lesson, I really felt the importance of studying the text. A small illustration can be an excellent cut, and the contrast between the beginning and the end is the key. When the problem can be raised on the knot, the students' learning becomes much easier, and the efficiency of the classroom is improved a lot. Really feel the importance of studying the text, a small illustration can be an excellent cut, and the use of the contrast between the beginning and the end is the key. When the problem can be raised on the knot, the students' learning becomes much easier, and the efficiency of the classroom is improved a lot.

Part V: Reflection on the Teaching of Bodhisattva

In the teaching of Chinese, if the performance is brought into the classroom, the status of passive reading of students will be changed, and students will be more motivated, more hands-on, and actively participate in reading, which is conducive to stimulating students' interest in learning and is conducive to students' accurate understanding of language and writing. To cultivate students' creative thinking ability is conducive to demonstrating students' talents. In the teaching of "Buddha Bing", I tried to let students take the initiative to participate and be willing to explore, so that students can move in the classroom, so that students can learn happily and learn.
Specifically embodied in:
1, to speak on behalf of the generation. In the teaching, I designed the form of the student's favorite performance, let the students play the Tibetans' thoughts and thoughts, deeply understand the psychology, demeanor and language of the Tibetans at that time, and unconsciously resolved the "Buddha The soldier is a difficult point. In particular, the phrase "You are the one sent by the Bodhisattva" is in line with the characteristics of the characters. Although it is normal, it shows the students' deep understanding of the text. Guide students to creatively imagine and express their understanding and interpretation of the text through the performance. If you ask students to play a show of Tibetans to see what the Red Army will do, how to say, this requires students to develop a rich imagination, from a variety of different aspects to think, expand the space of thinking. In the unique performance of the students, creativity is fully reflected.
2. Try to learn cooperatively. The individual learning of students is the foundation. Group cooperative learning, teacher-student cooperative learning can play the role of group teaching and help students to learn successfully. When letting students perform a performance, let the students play a small group of characters, which not only exerts the collective effect, but also allows all the students to participate in the activity, so that some of the students who are not good at expressing themselves or who are timid are also trained.
3. Guide students to participate in the evaluation, and truly let the students become masters of learning. After the performance, let the students evaluate how the evaluation is performed. In the process of evaluation, the students will once again guide the students to understand the text, further explore the study, and lead the understanding of the text to a deeper level. Develop students' ability to express and understand texts in a pleasant review.