Reflection on the Teaching of "The Pyramid of Egypt"

Part 1: Reflection on the Teaching of the Pyramid of Egypt

I listened to Mr. Qian’s "Pyramid of Egypt" and benefited a lot. Her tight classroom rhythm and solid teaching are all worth learning. In particular, when she was teaching the third section, every word and every sentence fell into practice, showing the grandeur and exquisiteness of the pyramid in front of the students, and infiltrating the teaching of the method.
As I went on to this lesson, I learned it. However, the results of the ups and downs are quite different.
First of all, it is too late. Although I was mentally prepared before class, my class rhythm was not so fast, and students did not have a preview, and there may be some problems. But in the end, the third section was too late to talk. Then put it in the next lesson.
In the second lesson, I basically adopted the money teacher's method. Students can also find the height and the height of the pyramid, the weight and weight of the stone, and go through the reading to go deep into the experience. When it comes to column numbers, comparison methods, etc., students have more questions, such as the Oriental Pearl Tower and Jinmao Tower? What is a wagon? And the numbers in front don't seem to be right... I lost a little time. Then, summing up the words high, big, stone, and reuse one word, the students can quickly say grandiose, because the word was mentioned at the beginning. Learning the ingenuity is not so smooth. When the students read the following paragraph, they asked what they felt from it. Some said that the pyramid was strong, some said it was difficult to build, and some said it was very big... After some guidance, someone found the word exquisite. In order to deepen my understanding, I have asked them in reverse, can you feel the ingenuity from those places? The students found the words “grinding very flat”, “closed together” and “even sharp blades could not be inserted” to understand. Here, the focus is on the students to understand that "even sharp blades can not be inserted" is the most vivid way to illustrate the pyramid, which is also a description of the method - image description. Finally, sum up the characteristics of the pyramid - grand and sophisticated.
I felt that I was very hard on the class. However, after reviewing the students' classroom work, I found that the classroom efficiency was so low. The exercises that appear in the homework are all emphasized in the class, but the result... The most unbelievable is that “the seams of these stones, even the sharpest blades can’t be inserted” explains what, What is actually filled is "grand", and the characteristics of the pyramid are two empty, filled with "big, high" or "high, grand" and "big, grand", indicating that their subordination is not at all clear. Later, I had to return the homework and repeat several questions. In this way, several people did not figure out later.
Analysis of the reasons, our language work seems to always have such a problem: the content of the exercises involved in the class, the questions and answers, are infiltrated. I can go to the homework, and many people won't do it. If I can't think of what the content is, I will wear it. Also, it is your own classroom, always feeling more lively, but not solid enough. There seem to be a lot of people who seem to be talking, but there are not many people who can calm down and think deeply. In particular, a few of them spoke positively, and when they thought of it, they shouted out, and other students were too lazy to think about it. As a result, those who don't use their brains are even less tempted, and sometimes they don't even know where to hear them. And those so-called good students, because they are eager to express themselves, have not thought about it well, and they have not been improved overall. It seems that changing the status quo of such a classroom is a very important issue.

Part 2: Reflections on the Teaching of the Pyramids of Egypt

After finishing the lesson of "The Pyramids of Egypt", I feel that my heart is empty. What is going on? I don't know, but I always feel that I am far from the effect I want. Later, the master said a sentence: "Your class is less than the ignition!"
Less ignition? Oh! Less ignition ------ Yes, less ignition.
The teaching philosophy I designed is to fully mobilize the enthusiasm of the students and guide them to read the text and experience the key points. In the process, through the dialogue between teachers and students, the understanding and transcendence of the text is realized.
However, I am not dealing with it. The following reflections are made on the teaching of this class:
First, my research on the text is not enough, but also on the surface, "lack of grasp of the keyword sentence." A lot of times are like this: I know in my heart where is the key, where to focus, but I don’t know how to achieve it. In the lesson of "The Pyramids of Egypt", I know that the focus should be on the "magnificence and ingenuity" of the pyramid, but the teachers who attended the lectures thought that they did not speak thoroughly.
Second, pay attention to the students' speeches, push the boat and do a good job. A good class is not only for teachers to prepare lessons before class, but also to do it. Listen carefully to the students' speeches in the classroom, especially those involved in our teaching plans, and ask them in time to guide students to think again.
Third, knowledge errors cannot be forgiven. When writing a book, I wrote: It weighs 2.3 million pieces and 2.5 tons. This is a bad one. First, it can only be said that the stones of the Egyptian pyramid are heavy, but not the pyramids. In addition, 2.5 tons is not the total weight, but the weight of each piece, so it can be corrected as: 2.3 million pieces × 2.5 tons; When I was expanding, I designed such a question; if you go back in time, you can go back to the ancient Egyptian era, facing the builders of the pyramid, what do you want to say to them? Please start with "I want to tell you -------" and write a paragraph. In fact, it is wrong to focus on obedient objects on "you" because, as mentioned above, "they" are here, and here you have to use "you", not right!
4. If you don't care, then abandon it. For example, in this lesson, there is no need to say that the numbers do mean and are uncertain.
5. Prepare lessons and collect materials and make courseware. Sometimes, in the face of a piece of material, there is a sense of incomprehensibility. It seems that it is still a bit more work.
This lesson may seem to be a failure for you. However, I know that I am not happy enough. I am still very happy. I will continue to work hard and be good.

Part Three: Reflections on the Teaching of the Pyramids of Egypt

The Pyramid of Egypt is the content of the fifth grade of the Jiangsu Education Edition. Before, I was thinking about a question: what should I teach in this class. I first read the text twice, in the hope that there will be some passion for ideas in my heart. However, for several days, I have been staying at the level of “guide” to guide students in learning and practice. It seems that only this way can attract them to have an interest in reading this text. However, I have never designed the middle program because I have encountered a problem: in that case, my training point should be placed on guiding students to convert sentence patterns, so that students can practice retelling texts, and it is not possible to focus on the key issues of the text: "Where can you see that the pyramid is the crystallization of the wisdom of the ancient Egyptian people?" Guided, this is a bit of a departure from the teaching objectives of this text. Besides, we instruct students to learn a text, not just to tell them some knowledge, but to guide them to have a strong curiosity about some things or phenomena, and then to think about and explore these things or phenomena. Of course, according to the actual situation of the class students, it is also possible to position the goal of this lesson in the rehearsal training of the language.
The class students I teach are those that are not well-founded. The interest in learning is not enough. The general routine mode teaching is difficult to arouse their interest. In class learning, there are often many students who do their own things. How should I position this article, which is not very vivid? How can I catch the excitement of the students? This is the most confused.
This lesson is an explanatory text. There should be some new knowledge points. For example, some explanation methods of the explanatory text must be made for the students to know, and some methods should be tried. After-school questions: with specific Text description, let students figure out that "the pyramid is the crystallization of the wisdom of the ancient Egyptian people", this is the focus of this text study; imagine the ancient Egyptians' method of building the pyramid and the hard process, which is based on the reappearance of the mind in the expression of words, the need Guide students to achieve effectively. However, when students first read the text, they did not seem to show any special interest. How to implement the teaching to achieve the above goals?
I read this text again and read the information over and over again, looking for a new point of view. My original design is this: I am a tour guide, with a group of tourists visiting the pyramid. The tour guide introduced the characteristics and construction of the pyramid separately. If you can convert a good sentence, the effect should be good. But I intend to break through this conventional thinking, because I taught this class 10 years ago.

Chapter 4:

I went to the text "The Pyramids of Egypt". This text mainly introduces the grandeur of the Egyptian pyramid and its construction process and methods. After the class, I thoroughly interpret the textbooks in detail, and refer to a lot of materials. Combined with the actual situation of the students in my class, I will define the teaching objectives of the second class as two: 1. Emphasize the students to experience the grandeur and exquisiteness of the pyramid. Instill the writing method in a timely manner. 2. Through the specific words and sentences, the hard work and wisdom of the Egyptian people will be realized. After repeated revisions and orchestration, I finally designed the teaching process as follows:
1. Import. Through the first lesson, students have a preliminary understanding of the geographical location of the Egyptian pyramid and its world-famous world status. Then, the introduction of this lesson, first review the knowledge learned in the previous lesson, and then start from the world-famous Egyptian pyramid, set Question: Why is the Egyptian pyramid so famous in the world? Let us follow the author again to taste and feel the miracle in this desert. This has caused students a strong interest in learning.
2. Based on the teaching objectives, I focus on the teaching of this lesson in the third natural section of the appearance and structure of the Khufu Pyramid. Then, for the second nature of the role, structure and name of the pyramid, I use student self-learning. The way. First, the students read freely and then told me what knowledge about the pyramids was learned from this natural section. When designing, I thought that when students arrived, they would hold the books and read them out. I didn’t expect that some students would summarize them in one sentence. This made me suddenly discover that my students actually have a certain generalization ability. Before, because I underestimated their abilities, they never dared to let go, so that students unconsciously developed the habit of relying on me. This result surprised me a bit, and I also began to reflect on my lack of understanding of the students in the past teaching, and failed to give them enough trust.
3. The third natural section is the focus of this lesson. I mainly guide students through a series of figures to understand the grandeur and ingenuity of the pyramid, and finally turn to the experience of writing methods. First, ask the students to find out the sentences that will make them feel the grandeur and exquisiteness of the pyramid. Then, let's talk about the places where these sentences give them such feelings. Here is a description of the "column number". Next, let's understand the meaning of these numbers. For the unimaginable data, what method does the author use to make it easier for us to understand? Here you realize the benefits of "comparing". Finally, the author singled out the Pyramid of Hufu in so many pyramids to reflect the magnificence and ingenuity of the Egyptian pyramid. This is the method of explanation using the example. The whole process is closely linked, through the digital writing method, through the mathematics to feel the hard work and wisdom of the ancient Egyptian people. In the language teaching, penetrating writing teaching, using writing teaching to strengthen language teaching, and deepening emotional teaching, mutual understanding, students are easier to understand and accept. In addition, reading is a very important part of Chinese teaching. It can be memorized by multiple readings. It can also cultivate students' sense of language and deepen their understanding. Therefore, as the key teaching content, there are more times to arrange reading here. The middle of the free reading, in order to deepen the impression of students.
4. “How can such a grand and delicate building be built?” For the construction of the pyramid, I think it’s better to let the students find the answer in the book. Can deepen the impression. Therefore, I took the same teaching method as the second paragraph, and set the above questions to arouse the students' interest, and then let the students read freely, find answers and summarize them. Then the process of finding answers is that they once again understand the wisdom of the ancient Egyptian people. process. Finally, the students were led to discover that there are still many mysteries in the construction of the pyramid, which inspires their curiosity and curiosity about human mystery, but this is not the point, so it is only slightly taken.
5. Before the last natural section, I will give a summary to the students. Through the summary, I will guide the students to experience the hard work, wisdom and hardship of the ancient Egyptian people. Therefore, the pyramid is a symbol of Egypt and a crystallization of the wisdom of the Egyptian people. The ancient Egyptian people and the reverence of the pyramids, and then read this paragraph with this feeling. The final summary, let the students understand the truth: human beings can always create miracles, and every student in our room may be the creator of miracles in the future.
The whole teaching process is more closely combined, one by one, the rhythm is compact, and the focus is prominent, and the predetermined teaching objectives are well completed. However, there are still many problems to be improved after the whole class:
1. The classroom atmosphere is not active enough. This is another problem that I have a headache. In the past classrooms, students were either too active, and they accidentally deviated from the content of the textbooks. They were like a class, and they were just like this class, and they were afraid to say a word wrong. After repeated thoughts, I think this is because my control of student emotions is not in place and needs to be strengthened. In addition, the problem is not designed to be rigorous and ingenious. These lead me to either mobilize the enthusiasm of the students to participate, or to have the enthusiasm but can not control the students' thoughts. In this respect, I have to constantly learn, practice, and think in order to improve.
2. The board is not timely enough. Timely board books can help students effectively comb the knowledge structure and deepen their impression. However, in the course of the lectures in this lesson, due to my own negligence and eagerness to enter the next link, I sometimes forgot the blackboard, and then I remembered it before I added it. This must pay more attention to the future teaching and avoid making the same mistake again. error.
3. Although I have taken into account the students' abilities and knowledge structure during the preparation of the class, I still ignore the fact that the students' foundation is uneven. With such a let go, the extent to which students with poor foundations can understand and imagine this part of the content has to be considered.
In the future teaching, I want to stand more from the perspective of students, fully and fully consider the cognitive characteristics and knowledge level of students, so that my "teaching" can better serve the students' "learning".

Part V: Reflections on the Teaching of the Pyramids of Egypt

The Pyramid of Egypt is an explanatory text. The text focuses on the shape of the Egyptian pyramid and its architectural history. It writes the grandeur of the appearance, the exquisite structure and the methods used to build the pyramid. It eulogizes the outstanding wisdom of the ancient Egyptian people and the talents of Superman.
The Pyramid of Egypt. At the beginning of the lesson, the words of the Egyptian pyramid and the words “corner cone, arrogant, proud of the blue sky” in the first section of the text are presented, so that students can use these words to introduce the pyramid. After that, the four questions raised by the students in the first class began to teach. For the first question, the students quickly found the answer from the second paragraph of nature. My camera showed the materials of the pyramids of the ancient Egyptian dynasty pharaohs. When solving the second problem, the students were guided to read the third paragraph of nature, and felt the grandeur of the shape of the pyramid of Khufu, the exquisite structure, and learned examples such as examples, comparisons, and column data. In solving the problem of how to build the pyramid, the students learned from the text that the ancient Egyptian people used the method of transporting stones and stone. I used pictures to show the process of the pyramids built by the ancient Egyptian people, and then let the students talk about feelings. The students experienced the hard work and cleverness of the ancient Egyptian people. After that, I asked the students to exchange information about the mystery of the Egyptian pyramid building. It may be that the students in the class are more cautious and there are very few people raising their hands. After that, my multimedia showed the text in this regard. After that, let the students talk about the feelings, and the students feel the mystery of the pyramid. At this time, the ringtone has sounded and the last question has not been resolved. In the afternoon, when I was relieved, I commented on the performance of the students in class. After that, I asked the students to answer the unresolved questions in the class: “Why is the pyramid famous in the world?”. It is not a very formal and rigorous class, students are more open, and some say: "The pyramid is world-famous because of its grand shape and exquisite structure." Some said: "Because the pyramid has a long history, there are four or five thousand years of history. "Some said: "Because the construction of the pyramid is very large, it has gathered the sweat and wisdom of many hardworking and intelligent ancient Egyptian people." Some said: "Because the pyramid has many mysteries, people can't understand it."... The student’s answer was beyond my expectations. I thought they could say one or two points, and they didn't want students to say so much. It seems that although the students in the classroom have fewer hands raised, they are reading seriously, listening carefully, seriously thinking, and earnestly understanding that the pyramids in Egypt have left a deep impression on them. I can't help but think: If this last question can be solved in class, the whole lesson will be complete. But then I thought, and relieved, as long as the students can feel, can understand, is to complete the teaching tasks, it does not matter.