Reflection on the Teaching of "Country Children"

Part 1: Reflection on the Teaching of "Country Children"

"Country Children" is a poem that reflects the childhood life of rural children. The whole poem has 4 sections, beautiful words, and writes colorful games, labor and other life scenes of the country children. I first set the teaching goal, focusing on the various forms of reading to understand the happiness and fun of the children's life and activities in the country, and to carry out appropriate imaginative speech training.
First, import it with the map, let the children observe the difference between the girl on the map and us. Leading her to be a country child, revealing the subject, introducing the text, how about the life of the country children? For example, in the first section of the teaching, I showed the two key words of "Singing Yellow Scorpion" and "Blooming Wild Chrysanthemum" to guide reading aloud. I used the phrase "This jaundice is singing a happy song. Who can read it?" What about this word?" Then read aloud.
In understanding the second quarter, grasp the words "catching butterflies"----"over the story", "including grass leaves"----"blowing songs" and other words, let students read and imagine a little more "country children" "Play and play in the fun of nature, feel the carefree mood of "country children." Then grab the words "dig wild vegetables", "catch small fish" and let the students know that the "country children" who grew up will do something for their parents in their leisure time. Feel the taste of labor through words such as "rounded up" and "broken" - enjoy it! These imaginative statements guide the students into the textbooks from the table and the inside, and in the course of reading in depth, they are interested in the appropriateness and exquisiteness of the texts. For the first sentence, I inspire students to imagine: look at the picture, think about what kind of butterflies are flying in the fields? What kind of beautiful stories are weaving in the country with this beautiful butterfly? The students think like spring. Some said that he also wants to become a beautiful butterfly, spread pollen for flowers, and make flowers bloom more brightly; some say that he hopes butterflies can bring him to the city to see how big he is. How did the children play... The classroom atmosphere was very active. Through the second section of learning and induction, the third section adopts the form of “release”, allowing students to read by themselves, to summarize themselves, and then to fill in the blanks to stimulate the students’ thoughts, such as:
Cut a basket of grass,.
Take a bunch of wild flowers, .
Catch a bug, .
The fourth section mainly understands the "wild field". The students have already experienced the hard work, ability and freedom of the children in the country. The feelings of reading aloud are in place.
Secondly, let the children carry out language imitation on the basis of solid language accumulation. The language of the second and third sections is beautiful, which is very suitable for sentence imitation training. Such as: "Catch a butterfly, can weave a beautiful story; with a blade of grass, can blow out the beautiful songs" "Digging a basket of wild vegetables, rounded up the pig's belly; caught a small fish, a broken pouting cat "I inspire students in the beautiful fields, what else can you do? In the sentence, the children have not entered the game labor field, and they are not vivid enough. The sentence training should be generated naturally." It is not hard to imagine.

Part 2: Reflections on the Teaching of "Country Children"

The new outline states: "In reading teaching, we should pay attention to reading aloud and give full play to the role of reading aloud in understanding the content of the text, developing language, and cultivating emotions." Below, I will talk about the experience of "Country Children":
First, layered initial reading, overall perception.
Before class, I will arrange the students to prepare for the class: ask the students to use the pinyin, self-read the text, read the quasi-sound, read the sentence, think about what the text mainly talks about? Do a general understanding of the content of the text. After giving the child a positive tone, ask the student to read the lesson and draw a section. Think about what interesting things are written in the country for every section? Then, I asked them to listen to the defensive and fluent readings and inspire them to read the texts. Through three different readings, students have a holistic perception of the content of poetry, and gradually develop the ability of students to summarize the content of the article in their own language.
Second, the text and text comparison, intensive taste.
This poem describes the colorful games, labor and other life situations of the country children, reflecting their happy and happy childhood. The author takes the time when the children from the early childhood to the age of the country grows into the "jing", and the rural children are transferred from the mother's arms, the dad's back to the vast field, and the space is transferred to the "latitude", which is interwoven into the vivid picture of the childhood life of the country children. At the same time, it incorporates the meaning of the author's yearning and appreciation. The colorful illustrations of the text provide students with a vast space for free development. By letting students observe the butterflies flying on the screen, swimming fish and beautiful white geese, cute flower dogs, beautiful cocks, pouting cats, thick fat pigs, crystal clear streams, blooming wildflowers and other scenery Let students visually feel the fresh air and beautiful environment in the countryside. Let the children's thinking be like a horse in the space of imagination, and guide them to read the first section: "I was a mother's arms / singer Huang Wei / was a father's back / blooming wild chrysanthemum." The children have recalled From the scene of my mother’s hug and dad’s back, I can’t help but match the movement to read this section. The child’s innocence and happiness, as well as the happiness and warmth of the mother’s and father’s “in arms” and “back”, are already expressed in words.
When reading the second quarter, I grab the words "catching butterflies"----"over the story", "including grass leaves"----"blowing songs" and other words, let students read and imagine a little "country children" who grew up a little. Play and play in the fun of nature, feel the carefree happiness of the "country children." Then grab the words "dig wild vegetables", "catch small fish" and let the students know that the "country children" who grew up will do something for their parents in their leisure time. Feel the taste of labor through words such as "rounded up" and "broken" - enjoy it! These imaginative statements guide the students into the textbooks from the table and the inside, and in the course of reading in depth, they are interested in the appropriateness and exquisiteness of the texts. So I went to the iron to guide the students to read the last section: "Hey / country children / born in the sun / grow in the wilderness." By reading a simple, clear and catchy verse, the students experienced the vastness and future of the countryside. At this moment, our teacher also has the feeling of Tao Yuanming's "collecting the daisy under the east fence and seeing Nanshan leisurely." How can the artistic charm generated by this be expressed in a few words?
Mr. Yang Zaiyu said: "As long as we seize the backbone of it and let the students read more, they will have to pay more and more. What do teachers need to say more? Is it more vivid and more vivid than the text? Honestly instruct students to read and read the text, read and understand, read and appreciate in the reading, accept the subtle education, and return to the standard of the language."
Third, contact the actual, familiar with reading.
Although our students are rural children, their rural life has lost the joy of the past. They read the contents of the text thoroughly through reading aloud. In connection with the reality, I let them talk freely about the fun of childhood. In the classroom, the students suddenly rushed to talk about their feelings. This said that I once slid and fell a few heads, that said that I used to play with the partners and kicked the ball together; and said "jumping rubber band"...
In the process of individual reading, group reading, and competition reading, the students unwittingly read the texts of the words and phrases.
Mr. Ye Shengtao said well: Let the students be jealous, to make them see as a kind of enjoyment, not as a kind of burden, read it over and over again, and experience it more than once, and don’t want to memorize it earlier. Naturally reach a state of perfection.
In the textbooks, there is a warm flow of emotions between the lines, bringing together patriotic sentiments, long-lasting feelings, local conditions, and military support. We must conscientiously implement the syllabus, adhere to the principle of "reading mainly, and promoting reading", so that students can read and memorize the language of the text, appreciate the profound artistic conception of the text, and feel the beauty of the language and words. Go all the way through the reading process!

Part Three: Reflections on the Teaching of "Country Children"

"Country Kid" is a small poem filled with childlikeness. He depicts the unique joyful life of a country child born in the sun and growing in the wilderness. The beautiful illustrations in the text lead to a broad space: blue sky and white clouds, green grass and red flowers...
When teaching this lesson, guide students to focus on reading, let the children freely imagine and express their understanding. Imagining the wings of thinking is the main feature of image thinking and the foundation of human creativity. The poetry is simple and leaping. If you can create a variety of different situations for students to open the window of thinking and use their imaginations, they will activate the classroom atmosphere and develop students' innovative thinking. It will definitely help the understanding of the difficult content and understanding the content of the text. .
First, import it with the map, let the children observe the difference between the girl on the map and us. Leading her to be a country child, revealing the subject, introducing the text, how about the life of the country children?
When you study the first quarter: Grab the "song of the singer, the wild chrysanthemum in full bloom" and experience the happiness of the country children under the care of their parents.
In understanding the second quarter, I grabbed two imaginary points and let the students feel the beauty of the country life by imagination. For the first sentence, I inspire students to imagine: look at the picture, think about what kind of butterflies are flying in the fields? What beautiful stories are weaving in the country with this beautiful butterfly? The students think like spring. Some said that he also wants to become a beautiful butterfly, spread pollen for flowers, and make flowers bloom more brightly; some say that he hopes butterflies can bring him to the city to see how big he is. How did the children play... The classroom atmosphere was very active. For the second sentence, I played a beautiful grass leaf song, and the music, I whispered: What do you see in front of your eyes? The children look at it with their eyes closed and tell me in the intoxicated tone: see the woods, I heard the bird singing and saw a country child riding on the back of the cow and blowing the blades of grass. Just like an ordinary blade of grass, the children in the country can blow such beautiful songs. What do you think of the country children? The students rushed to admire. At this time, I will incite the students' emotions: so beautiful, so beautiful, I believe I can read them well! With such an experience, it is naturally not a problem for students to read.
Through the second section of learning and induction, the third section adopts the form of “release”, allowing students to read by themselves, to summarize themselves, and then to fill in the blanks to stimulate the students’ thoughts, such as:
Cut a basket of grass,.
Take a bunch of wild flowers, .
Catch a bug, .
The last fill in the blank, in an open form, let the students freely gallop.
Needless to say, the fourth section mainly understands the "wild field". The students have already experienced the hard work, ability and freedom of the children in the country. The feelings of reading aloud are in place.
Next, I put the two children's poems I got out of class with music, and read them to the students. The students listened with great interest and said it was very interesting. I am guiding the students' language to be so beautiful. If you can learn the language well and use the language, you can write such a wonderful little poem.
The primary feature of developmental classroom instruction is to focus on development. "For students, classroom teaching is the most basic composition of their school life. Its quality directly affects the development and growth of students in the present and in the future." "For teachers, classroom teaching is in their professional life. The most basic composition, its quality, directly affects the teacher's feelings and attitudes towards the profession and the development of professional level, the embodiment of life value." Classroom teaching should not only fulfill the overall development of students' life, but also enable teachers to achieve life satisfaction. To make the development of both teachers and students complement each other. I think this class today gives students not only a small poem, but also gives students a sense of poetry and a love for life.

Part 4: Reflection on the Teaching of "Country Children"

"Country Kid" is a small poem filled with childlikeness. It depicts the unique happy life of a country child born in the sun and growing in the wilderness. The whole poem consists of four subsections. The first section writes about the situation in which the country children live in the arms of their parents. The second section writes the situation in which the children in the country play cheerfully in the fields. The third section writes the joy of labor for the children in the country. The last section is a tribute to the happy growth of the country's children in the vast rural world.
When teaching this class, I mainly guide students to read aloud emotionally, to read and enlighten, to promote emotions. The poetry is simple and leaping. If you can create various situations for students to use their imaginations, they will be able to activate the classroom atmosphere and develop innovative thinking. It will also greatly help to break through the difficulties and understand the content of the text.
In this lesson, I will take the new curriculum as the guide and take the students as the center. According to the actual situation of the second-year students, we will strive to create an open and energetic life for students through the four parts of scenario introduction, self-reading experience, language development and poetry creation. The learning atmosphere provides an opportunity to showcase the joy of success.
1, scenario import, exciting learning
At the beginning of the class, I used my childhood fun to attract students' attention. Almost half a lesson, the children's interest can be high, so that students think of how happy the life of the country is, naturally introduce The topic stimulates their interest in learning. While seizing the interests of students, they are actively involved in learning activities. This design is active in the classroom atmosphere and is ideally suited to the age characteristics of lower grade students.
2, independent choice, carefully read the experience.
The second and third subsections of poetry are the main content of this lesson. They are both important and difficult. When teaching, they should read it repeatedly and meet the requirements of reciting. First of all, the texts of the second and third sections are basically the same. I arrange the students to choose the content of reading aloud. This respects the students' reading interest and reflects the principle of people-oriented. “Which of these interesting things do you like the most? Read it more and read it more interestingly. If you can add movements, it’s better.” The design of this section once again takes students to learn. The interest has been mobilized, which not only arouses the students' awareness of independent learning, but also changes the basic structure of classroom teaching, promotes the efficiency of classroom teaching, and changes the traditional teachers to “speak” for students themselves.
3. Language development and improvement of thinking.
The curriculum standard points out that while developing language skills, develop thinking skills, stimulate imagination and create potential. Strengthening thinking training is because thinking is the core of intelligence and the key to improving the quality of talents. Thinking is the core of language ability and the basis of language ability. According to the content of this lesson and the characteristics of the students, after studying the second and third sections, I designed the students to “learn to be a little poet” to change the poems, edit one, continue one, and so on. Last and last reading, this is another process of accumulation, consolidation, and internalization. It is also a stage in the "helping" of student poetry creation. Changing a few words in the poem becomes a small poem. This not only makes students feel the joy of learning Chinese, but also makes students enjoy the beauty in poetry creation.
4. Poetry creation and extension of teaching.
According to the characteristics of students' physical and mental development and language learning, the curriculum must pay attention to individual differences and different learning needs of students, protect students' curiosity and curiosity, and fully stimulate students' initiative and enterprising spirit. “There are only four sections in the text. The teacher suggested that you can compose the interesting things you just mentioned, heard, and thought into two sentences, making the content of this poem richer and more interesting.” The teacher asked the students to open the window of thinking. After that, I will use my own imagination and follow my example to create my own little poem.
The whole teaching design is based on the age characteristics of the students, with passion, reading to promote the understanding, to promote the situation, to promote the situation with emotion. The creation of concrete and vivid situations enables students to understand the text through the image experience, and through various forms of reading, communication and other means, students can be effectively developed in terms of imagination and creation. Students receive knowledge in a relaxed and pleasant environment. Throughout the teaching process, the atmosphere is pleasant and harmonious, and the role of students as the main body and teachers as the guidance is fully utilized to effectively accomplish the teaching objectives of this lesson.

Chapter 5: Reflections on the Teaching of "Country Children"

The full text of "Country Children" describes the happy life of rural children in the form of children's poems. It is a poem of children's music. When teaching this lesson, it is mainly for students to focus on reading. Create a variety of different situations for students to expand their imaginations, play their own imaginations, be able to activate the classroom atmosphere, and develop students' innovative thinking. It is also of great help to break through the difficulties and understand the content of the text. For example: "I used to be a singer in my mother's arms. I used to be a wild chrysanthemum on my father's back." Let the students close their eyes and imagine how it feels to lie in their mother's arms. How do you feel when you go to the wild on your father's back? Students are scrambling to say "happiness, warmth, happiness, etc." and learn how to understand the happiness of the children in the country. In this lesson, I think the extracurricular development is not significant enough, and this link has to be strengthened in the future.
When reading the second quarter, I grab the words "catching butterflies"----"over the story", "including grass leaves"----"blowing songs" and other words, let students read and imagine a little "country children" who grew up a little. Play and play in the fun of nature, feel the carefree happiness of the "country children." Then grab the words "dig wild vegetables", "catch small fish" and let the students know that the "country children" who grew up will do something for their parents in their leisure time. Feel the taste of labor through words such as "rounded up" and "broken" - enjoy it! These imaginative statements guide the students into the textbooks from the table and the inside, and in the course of reading in depth, they are interested in the appropriateness and exquisiteness of the texts. So I went to the iron to guide the students to read the last section: "Hey / country children / born in the sun / grow in the wilderness." By reading a simple, clear and catchy verse, the students experienced the vastness and future of the countryside. At this moment, our teacher also has the feeling of Tao Yuanming's "collecting the daisy under the east fence and seeing Nanshan leisurely." How can the artistic charm generated by this be expressed in a few words? I think: "As long as we grasp the backbone of it, let the students read more and feel it, what more do they need to do! The teacher talks more, is it more vivid and more vivid than the text? It is better to be honest. Students read and read the text, read and understand, read and appreciate in the reading, accept the subtle education, and return to the language standard.