Reflection on the Teaching of "Dazhi Water Control"

Part 1: Reflection on the Teaching of Dagu Water Control

The text "Dazhi Water Control" is about the story of the ancient flood control flood. He "three times through the house and not enter", the spirit of wholeheartedly seeking happiness for the people is respected by the world and passed down from generation to generation. When designing teaching objectives, my first consideration is how to let students understand the hardships of Dagu's water control, and feel the dedication of everyone. In the teaching, I will explain the text content and the information about the water control of Dagu, and expand and extend.
In the first natural section of the teaching, let the students watch the flooding scene and let them directly feel the situation at the time. And ask in the rendering of the animation situation: In this flood, what do you see and hear? Let students in the imagination, reproduce the scene of life when the story occurs, and also cultivate students' language skills. Continue to play the flooding scene, let the students talk about how they feel after watching. This is mainly to pave the way for a good reading, and then let students release their feelings by reading. The teaching of the first natural section integrates the picture with the stimulation of the fine music, which better stimulates students' multi-angle thinking on the language, multi-faceted imagination, and expresses the inner feelings through reading, and naturally understands the reasons for the rule of the river.
Students have not experienced floods in person. When learning the first natural section, it is tantamount to talking on paper. If you don’t learn well, it will affect the teaching effect of the latter content. I asked the students to read freely and asked, "What is your mood? Why?" The student's answer was based on imagination and was not profound. Then, after playing a piece of flooding to destroy the home, then I read the first section with music. Then I asked: "What did you see? What did you hear?" The student’s answer from a simple literal understanding to a perceptual cognition On the basis of this, let the students read the word "homeless" and read the first section, it will be a matter of course. In the teaching of this link, by stimulating perceptual knowledge to promote understanding and reading, the first shot was laid, which laid the foundation for the whole lesson teaching.
The new curriculum standard states: "Should allow students to deepen their understanding and experience in positive thinking and emotional activities, and have some insights and thoughts." The second paragraph of the text describes the process of Dagu's water control in a few simple sentences. In the middle of the article, the word “thousands of hardships” is used to guide students to read carefully. First of all, by understanding the difficulties of “seeing the water flow and terrain” and the hardships of “walking through thousands of mountains and waters”, on the basis of this, we will inspire students to imagine what kind of suffering they may eat and what dangers they may encounter. Have an image of "thousands of hardships". Secondly, we seized the opportunity to “dig through nine large rivers and open up nine large mountains” and experience the vastness of water control projects through repeated reading and imagination. And the unspeakable hard work that Daxu suffered, thus deepening the understanding of “thousands of hardships”. Finally, let the students talk about their views on the amnesty. In this way, Daxie is not afraid of hardship, and the image of stubborn water control has carved a deep mark on the minds of students.
When I was studying the section of "Three Passing the House and Not Entering", I showed a set of fill-in-the-blank, allowing students to experience the public and selfless spirit of this group of figures. The teacher designed the question “What will the son ask the mother?” “How will the mother say?” The student will bring the student into the text situation, and the student will not only combine the life experience, but also imagine the child in the written sentence and answer the true feelings. On the contrary, I feel the greatness of the big house and the family. Finally, the water control was successful, and the people passed the stable days. I asked the students to talk about how you would be grateful if you were one of them. In addition, the end of the text teaching is also very exciting, at the end of the question: "Why do you add a 'big' word in front of the name of the 禹, call him 'big 禹'?" This question points out the center of the article, and points out the end of the text. The word "great" has enabled students to understand and sublimate the understanding of the text, and has made a point and summary.
In the course of teaching, there is such a link that children can use their imagination to talk about what difficulties they will encounter in the process of water control. However, because of the lack of life experience, children will not say that they are designing this teaching link. At the time, the teacher did not fully understand the academic situation, and only took care of his own teaching plan, which led to failure.
In teaching, I found that only by designing multiple forms can the students' desire to read aloud be inseparable from the teachers' usual teaching. It is necessary to grasp the words and sentences to infiltrate the texts, and let the students themselves to understand and read independently. Only by training more in language and writing can students be "willing to express and express themselves. Therefore, in the future teaching, we should also make more efforts in reading, letting students self-read and self-enlightment and thus reflect the students' learning.

Part 2: Reflection on the Teaching of Dagu Water Control

"Dayu Water Control" is a legend that has been passed down through the ages. It is said that in ancient times, in order to control the floods, to benefit the people, and to eat all the hardships, the three did not enter the house, and finally subdued the floods. The spirit of Daxu’s wholeheartedly seeking happiness for the people was respected by the world and passed down from generation to generation.
How to guide students to learn this lesson? I think we can grasp the word "determination" to start teaching. At the beginning of the article teaching, I asked the students to ask questions first and then study the text around the questions. Through understanding the story of 鲧, through the process, methods and results of 治 吸引, to attract children to understand what kind of person 禹 is, 鲧 苦 治 治 治 治 治 治 治 治 治 治 鲧 鲧 鲧 鲧 。 。 。 。 。 。 。 。 。 。 。 。 。 。 。 。 。 。 He is both ashamed of losing his father and embarrassed by the greater disaster caused by his father’s failure to manage water. At the same time, the text wrote that “the flood of flooding drowned the farmland, overthrew the house, and the people were homeless.” This description of the fierceness of the flood and the great disaster also revealed the determination to control the flood. Under such circumstances, will you come out to control the water? What method is used? In the previous pavement, we can understand the determination to make a decision to manage the flood. It is also much more emotional for students to read aloud.
The third paragraph of the text is most touching. He has been in the water for 10 years, and he has not crossed the house, and he has no time to caress for his newborn child. In order to enable students to deeply understand the spirit of Daxie, I designed a scene in which Da Yi San did not enter the house, and then let the students imagine and discuss: What is the thought of the hero who ruled the water three times and passed through the house? How is it done? With questions, let the students come back to discuss, combined with the text students understand: Daxie determined to cure the flood and let the people live a good life. Therefore, he wholeheartedly pounced on the water, "household a small family to take care of everyone." He not only led the people to control the flood, but also led the people to develop production. His heart belongs to the people. So I can't take care of my own home. When I asked the students: There were no excavators and irons in ancient times. Is it easy to dig the river to dig the river? What kind of suffering will he eat? Some students said: "He may be washed away by the flood, and his life is in danger." Some said: "It may be necessary to spend the night in the wild, there are wolves or something." Some students said: "They may even eat outside." Nothing is there." On this basis, let the students read the text, and the effect is very good.
The fourth natural section mainly adopts an in-depth situation and is enlightened in the situation. First let the students read aloud and talk about how they feel and why. Students may say: The common people have lived a happy life, no longer wandering and so on. The group is compared with the first natural section for reading. This arrangement is in sharp contrast with the scene of the first natural section, deepening the students' reverence for Daxie. Then show the big picture and read the last sentence: Since then, Daxie has become the hero of people who admire and love for generations. The classroom atmosphere has been mobilized, and the students’ reverence for the amnesty has reached a climax. I consciously integrate ideological education into the language and words, and do not enter, but not conceal, so that students are immersed and infected by lofty personality. Last question: If you are a common person, what do you want to say to him? The students said, "Oh, you have worked hard. Dad, you are great!" The origin of speech comes from a concrete and profound situation. In the realm of emotion and shape, the ideological nature of the textbook is further explored. .

Part Three: Reflection on the Teaching of Dagu Water Control

"Dayu Water Control" is a legend that has been passed down through the ages. The spirit of Daxie is valuable. As a myth and legend in ancient China, it is also very typical. However, as a second-year student, it is still difficult to understand the characteristics of the amnesty and the characteristics of the words that the text should praise.
Because students lack practical experience of flood perception, they can't understand the tragic situation of people being homeless. Situational creation has obstacles from the beginning. In order to let students feel more intuitively the content of “the flood of the flood makes the people homeless”, I asked the students to let the students talk about their feelings after reading the first natural paragraph. Then, assist the video to deepen, Consolidate the impression and let students visually understand the horror and harm of the flood.
In the process of flood control, the teaching plan passed. “He has exhausted all his hardships and traveled thousands of miles to carefully look at the currents and topography. He led the people to dig through nine rivers and open nine mountains. Guided the flood into the sea." Explain that Daxu has worked hard for water control and the vastness of water control projects. This is the key sentence of the full text. In the teaching, I firmly grasp the keywords such as “eat all the hardships, go through thousands of miles, digging through, and open”, so that students can read the experience repeatedly, and personally talk about feelings and other forms. From the students' perceptions to the hardships and difficulties of water management.
At the same time, this teaching content is the most difficult part of the whole text. Students can't understand the profound meaning contained in the word “thousands of hardships”, so they can't feel the personal image of this character. The center of expression. Therefore, it is the most effective way to let the child combine the reality of life under the guidance of the teacher. In this part of the teaching, I think the design is relatively smooth and in place. I designed the animation to understand "dig" and "open", so that students can intuitively grasp the content of this part.
The touching story that happened in the flood control, "three over the door and not in" is one of the most widely circulated. This section is a good entry point from the perspective of sensation and mobilization of the classroom atmosphere. Therefore, I use the method of creating a “situation dialogue” to teach. Ask the students "If you are the son of You, what do you want to ask your mother?" "If you are a big brother, what would you say?" Use the communication between teachers and students to summarize and enhance the personal image of You. He is concentrating on the work of water control. He is a selfless deserving person.
On the other hand, I am deeply touched by my own teaching. I think that in many aspects, I still need to constantly strive and improve:
First, the analysis of textbooks should be further studied in depth so that the teaching design can be reasonable and effective. Without in-depth research, there is no right to speak. Only by thoroughly studying the text can you understand the essence of the text and give birth to your own things.
Second, we should strictly abide by the requirement of “teacher-ledness and student subjectivity”. Teachers only play a role in the teaching. Students can answer, teachers must not answer on their behalf, and must let students do in class. The master of teaching. Teachers should believe in students and let them let themselves learn. Self-teaching students only need to give guidance to students where they have difficulties, teach learning methods, and reflect students' learning. This point must be improved in my future teaching.
Third, standardize the language of teachers. Speak as simple as possible, and the evaluator should be as diverse as possible.
Fourth, pay attention to the generation of the classroom. In the classroom, there will be flashes of students' aura at any time. How to grasp the students' language and combine them with the understanding text is also a good study and study in my future teaching.
In short, this lesson has brought me a lot of inspirations, and also provided me with very good help and experience for my future teaching. I hope that I can get more improvement from it.

Part 4: Reflection on the Teaching of Dagu Water Control

The text "Dazhi Water" is a mythical story that has been passed down through the ages. It is about the story of flood control in ancient times. Daxie is the hero of water control in ancient times. He "three times through the house and not enter", the spirit of wholeheartedly seeking happiness for the people is respected by the world and passed down from generation to generation.
When designing the teaching objectives, my first consideration is how to let the students understand the "difficulty of water control and the effort". So I decided the first teaching goal: understanding the content of the text, feeling the difficulty of managing the water and the effort Efforts to guide the reading of feelings.
In the text, there are two homophones in the word "rule, system". I know that students must be confused. Once I have determined the second teaching goal of this lesson: learning to write words: governance
Before teaching the new class, I reviewed the new words in the text: “滔滔, drowning, overthrowing, homelessness; determination, governance, leadership, hard work; uniform, stability, greatness, passing from generation to generation.” The simple three-character word is actually the word that leads the main content of the full text. Then, I threw out such an important question, "Why do you want to control the water? What water is the water control here?" paved the way for the following study. Through the first lesson, students can understand that it is flooding. Why do you want to manage the flood? The students seem to understand. And my video of a flood just helped the students understand the content of the first paragraph of the text. I closely followed the word "滔滔" to let the students understand that because of the floods and the fierce floods, they overwhelmed the houses and drowned the farmland, which made the people homeless. Finally, the hero who ruled the water was introduced.
In explaining the passing of the Dagu River, in order to let the students experience the hardships of water control, I firmly grasped that “there was a lot of hardships and hardships, and I went through thousands of mountains and waters.” I dug through nine rivers and opened nine seats. Dashan" and other statements. If I simply read aloud, I think the degree of understanding of the students may not be deep. Therefore, I designed such an exercise: "The mountain is too high, I can't climb, he _____. The water is too deep, it can't be over, He _____. Didn't eat, starved to have two eyes, he _____. It was too dark, the fierce beast came out, he _____." Through the student's oral fill-in, let the students deeply understand the big 禹It is not easy to control water. It is really hard to eat and go through thousands of miles. With such painstaking observation of the current and the terrain, he was able to lead the people to "dig through nine large rivers, open up nine large mountains, and smoothly introduce the flood into the sea." The two "nine" characters here are another difficulty in understanding the second nature. Students will definitely have only "nine big rivers" and "nine big mountains". I will tell you a lot here and let the students further Experience the difficulty of water control. The last practice of filling in the blanks was to make up his mind, he ate all the time, went through it, and looked at it carefully. He led the people to dig through it, opened it, and guided the flood. I used the method of filling you, filling me, filling everyone. Let the students consolidate the content of this natural section, and once again understand the difficulty of controlling the water.
When I was learning the story of "three over the house and not entering", I originally wanted to use the teacher to tell the story like a story, and tell the story by filling in the numbers and letting the students experience the big numbers from this set of numbers. The spirit of public and forgetfulness. However, when I showed up the blanks and didn't finish it, the students went on. I had to change my strategy and change to a question. "Look at these numbers. Do you have any questions to ask? If you are jealous, your psychology. What did you think?" The student raised some questions. I made a little more. I said, "My son is over ten years old. I don't know what my father is like. Do you know the classmates? That is more than 7,400 days!" To better understand the dedication of the big family, the students also admire the heroic feat of Daxie. Finally, the water control was successful, and the people passed the stable days. I asked the students to say if you are one of the people, how would you be grateful to understand why the name of Daxie was passed down from generation to generation.
The accumulation of words is very important in Chinese teaching. Therefore, I added a design of “send words” in the design of this class. I gave the students six texts and texts: “Thousands of Difficulties, Thousands of Words, Thousands of Thousands, Thousands of Households, and Generations”. Content related idioms.
The "rule system" in this class is homophone. In order to make the students distinguish well, I have found the ancient words, so that the students' image is clearly distinguished. "Governance" is related to water, so it is three waters. "System" is related to the knife, so it is next to the knife. Through the students' own group words to deepen their understanding, and finally fill in the blanks, "to make up your mind and lie in the floods, he has exhausted all his hardships, traveled all over the world, and finally took the flood ______." Consolidation.
In this class, while I was aware of the center of the article, I knew that the students had read in various forms to read and enlighten the students, so that the students had a deeper understanding of the noble qualities of the characters, and the enlightenment led to the reading. The student’s emotions are motivated, and reading is naturally better.
In this class, there are still many places that have not been done:
1. Time is not well grasped. When watching the video of the flood, the video played for too long. Some students couldn’t sit still and waste a little time, so that it was too late, and there was a solid understanding of the “rule of governance”. Filling in the blanks, "I have made up my mind to manage the floods. He has exhausted all his hardships. He has traveled all over the world and finally took the flood." He did not do it. He did not have time to give feedback on these two words. Tugging.
2. The teacher has too many words. Although I designed the student before the class, I have paid attention to the student as the main body. However, in this exercise: "The mountain is too high, I can't climb, he ____. The water is too deep, but he can't, he ____. No. Eat, starve and have two eyes, he ____. It’s too dark, the fierce beast comes out, he ____.” When I was teaching, I couldn’t tell the students, I was anxious, and I talked a lot. Also, when learning the story of "three over the house and not entering the door", the teacher gave more and always added his feelings to the students too much. In fact, students should be encouraged to let their students read their own self-realization. If they want to realize themselves, teachers only need to give guidance to students where they have difficulties, teach learning methods, and reflect students' learning. This point must be improved in my future teaching.
The above is the full text of the reflection of the "Dayu Water Control" teaching, I hope to bring help to everyone!

Part V: Reflection on the Teaching of Dagu Water Control

The text "Dazhi Water Control" tells a story of folklore: In ancient times, this text tells a story of folklore: in ancient times, floods flooded into disasters, people lived a miserable life, and they used dredging methods. In the flood control, he finally subdued the flood for 13 years and let the people live a stable life. In this story, we can feel the spirit of "staying a small family for everyone" by going through the door of the big shackles; from the big bangs, "going through thousands of mountains and waters, eating all the hardships" In the description of the opening of nine large rivers and the opening of nine large mountains, I realized the tenacious will of Daxie.
In the first natural section of the teaching, let the students watch the flooding scene and let them directly feel the situation at the time. And ask in the rendering of the animation situation: In this flood, what do you see and hear? Let students in the imagination, reproduce the scene of life when the story occurs, and also cultivate students' language skills. Continue to play the flooding scene, let the students talk about how they feel after watching. This is mainly to pave the way for a good reading, and then let students release their feelings by reading. The teaching of the first natural section integrates the picture with the stimulation of the fine music, which better stimulates students' multi-angle thinking on the language, multi-faceted imagination, and expresses the inner feelings through reading, and naturally understands the reasons for the rule of the earth. .
The new curriculum standard states: "Student should be allowed to deepen understanding and experience in positive thinking and emotional activities, and have some insights and thoughts." The second paragraph of the text describes the process of Dagu's water control in a few simple sentences. In teaching, I will first produce a set of words: go through the excavation and look at the guidance, let the students arrange them in order, and reveal the whole process of Dagu's water control. Key words such as “Thousands of Hardships”, “Thousands of Mountains and Waters”, “Going Around” and “Viewing” are used to guide students to read and understand the hardships of the Dagu River and his hardships.
In the third paragraph of the text, the story of “Three Passing the House and Not Entering” is not described in detail. The understanding of this natural paragraph is misleading in order to avoid the individual too real child saying “he does not love his wife and children”. Other children. I first showed the relevant information that I had not passed through the house, so that the students could further feel the dedication of Daxie.
The fourth natural section mainly adopts an in-depth situation and is enlightened in the situation. First let the students read aloud and talk about how they feel and why. Students may say: The common people have lived a happy life, no longer wandering and so on. The group is compared with the first natural section for reading. This arrangement is in sharp contrast with the scene of the first natural section, deepening the students' reverence for Daxie. Then show the big picture and read the last sentence: Since then, the name of the big man has been passed down from generation to generation. Teacher: Let us remember this great hero - let us always remember this great hero of selfless dedication. The classroom atmosphere has been mobilized, and the students’ reverence for the amnesty has reached a climax. I consciously integrate ideological education into the language and words, and do not enter, but not conceal, so that students are immersed and infected by lofty personality. Last question: If you are a common person, what do you want to say to him? The children may say, "Oh, you have worked hard. Dad, you are great!" The origin of speech comes from a concrete and profound situation. In a festive and peaceful atmosphere, in the mood of emotion and in the shape of the outside In the realm, the ideological nature of the textbook was further explored.