Reflection on the Teaching of "Tomorrow, We Graduation"

Part 1: Teaching Reflections on "Tomorrow, We Graduation"

Today is the Children's Day, and on this special day, I finished the last text of this semester, "Tomorrow, we graduate." The text is full of emotions, and the lines between the lines reveal a love for school life and teachers. I thought that my class students were not rich enough to be exposed, and such texts would be stuck. But the facts are beyond my expectation. Perhaps the text touched the hearts of the children and made them feel the same; perhaps the children also felt that the time at the alma mater was short and extraordinarily nostalgic. In the classroom, their expressions are focused, reading emotions and speaking wonderfully. I designed a few writing exercises to let them communicate beautifully when they communicated, and they were sensational and ecstatic, which brought me surprises. "It is you, leading us to swim in the ocean of knowledge; it is you, with us to see the 'Eagulation Holiday Team' activities; it is you, in order to guide our technology team to invent, use the library to run the library on Sunday, check the information... "This passage exemplifies the teacher's performance with full emotion. I ask the students to add the contents of the ellipsis. What kind of help and care does the teacher give us? After a few minutes of communication, the children’s answers made me shine, extracting a few words:
It is you, when we are confused and confused, we will whisper and open the door of our wisdom; it is you, when we are sad and painful, we will pay attention to the warmth of our cold heart; it is you, tell us the life Sincerely, in front of us, paved the way to the door of literature.
It is you, when we are at a loss, to follow the temptation to help us seek truth; it is you, when we are frustrated, to inspire us to overcome difficulties; it is you, in front of the three-foot platform, selflessly dedicated your knowledge to the students.
At the end of the lesson, I asked the children to use their pens to express their love for the teacher at the alma mater. When they communicated, some children had tears in their eyes; some children couldn’t make a sound... It’s really moving.
Before I thought about it, I once complained that I once lamented that the barren land was not harvested with fruitful fruit. The enthusiasm of oneself was exchanged for the indifference and indifference of the students. Today, under the tempering of time, the children Under the hard work, under the subtle influence, their emotions have gradually been cultivated, and the language literacy has also been improved. Our language classes have also had a warm spring, and the children are immersed in the joyful field of Chinese learning. Enjoy, be happy. When we are cherishing, when we are sighing, when we are moving, when we are enjoying, the children are about to leave their alma mater, but there is not much time to continue this wonderful time... , a love.
I hope the children can fly in the blue sky...

Chapter 2: Reflections on Teaching "Tomorrow, We Graduation"

In the teaching of "six years of life is like a colorful picture", in addition to the life content in the text, I used multimedia to reproduce some of the scenes of these children's six years of life, and there are comprehensive practical activities to share the dumplings and go to joy. Lin visits, barbecues in the garden, the glorious flag-raiser, the first-grade students wearing red scarves, kicking games and other activities photos, reminding students of memories of the past, so that they have a deep attachment to their alma mater situation.
In the fourth section of the teaching section, “Our every achievement is condensed with your hard work and sweat. I showed a different working picture of a group of teachers who taught them, and let them recall that the teacher had done it for them during their learning career. Through those touching things, to show passion, to introduce words, let the students tell what the teacher has done for us, let them understand the teacher, and respect the labor that the teacher paid for them.
These auxiliary means enable students to have a deep perceptual knowledge, so that students can better understand the thoughts and feelings of the article, and the feelings of loving the alma mater and loving the teacher are more likely to form.

Part Three: Reflections on Teaching "Tomorrow, We Graduation"

"Tomorrow, we graduated" article structure is good, the words are beautiful, using a series of sentence sentences, describing the school life, bursting into the deep attachment to the campus, teachers, classmates. The full text narrative is plain and clear, and the lyrics are gorgeous and straightforward. There is no obstacle in understanding. I will focus on the "effectiveness" of reading in this lesson, focusing on students' ability to read texts, express emotions, grasp language, and use language. Language, recalling fragments of nostalgia, expressing sincere and touching feelings, developing students' abilities, and thus developing students' language literacy.
The educator Yu Yongzheng said that "Chinese teaching is based on the practice of students reading the original text, which is to link the students' original knowledge and experience to comprehend the connotation of the text." The language of this article is picturesque and contains deep affection. . In order to arouse the student's attachment to the alma mater and the teacher, I will return the initiative to the students, let the students face the text, fully read the book, and use the reading to let the students vent their emotions. In the repeated reading, read the shape---in the mind to recall the memories of the alma mater, the teacher, read the love---read the love between the lines in the words, read the gods---read the language text implications The meaning of the words. In this way, through the language and writing, the students are immersed in the artistic conception of the text, so that the students' love for the alma mater, the love for the teachers, and the emotional experience of the students can be described as natural.
In order to let the children's love for their alma mater and their love for their alma mater always settle in memory, I use a combination of multimedia reproduction and memory search. In the teaching "Six years of life is like a colorful picture", I used multimedia pictures to reproduce some of the children's six-year life scenes, and then began to recall the most memorable pictures of their primary school life. When students recalled, with a sweet smile, it was obvious that a deep love affair was surging in the hearts of the students.
Language is the unity of instrumentality and humanity. It is a material tool for expressing thinking. Therefore, we must always put "speaking and writing" in an important position. This is not only a capability but also a learning process. As a language practice, language learning can only express the vitality of the language if the students are willing to express, dare to express, and be good at communication. On the basis of the students fully experiencing the text, I designed "teacher, you are ------, you are --------- teacher; you are -----, you --- --; You are -----, is your -----..." This sentence makes the emotional experience of students have an opportunity to interact and collide. Students integrate true feelings in this interactive atmosphere. Wisdom, understanding and spirituality have caused students' accumulation and potential to erupt. When the students talked about the respect of the teacher, I designed the sentence "Love teacher, I think ---- let you --- I think --- let you ------" Cleverly build a platform for students, activate the inner world of students, express the emotional sparks of students, and let the truth flow in the language of students' poetry. The expression at this time is the voice of the heavens that the students flow from their hearts. At this time, the teacher talks with the students and expresses the sincere blessings. It also sets off the climax of the teachers and students' emotions, realizes the blending of emotions and emotions, and the acceptance of the mind and the soul.

Part 4: Reflections on Teaching "Tomorrow, We Graduation"

"Tomorrow, we graduate" is a typical lyric prose. It is the graduates who have expressed their love for the primary school life when they graduated, their love for the teachers, and their emotional thoughts of hard work and hard work. Repay the teacher's concern and love for himself. In teaching, let students feel the emotions in the article, in order to understand each sentence more deeply, the emotional color of each word, to read vividly, to mobilize the students' feelings, read the text, speak the text, and then read the text, In this way, students can feel the emotions of the author.
Import: In this part, in order to let the students enter the text, the students will be brought into the near graduation time, let the students talk about their own feelings about leaving their alma mater, and their inner feelings, so that the students' emotions will be quickly mobilized. "We" is the alma mater of spiritual wealth, thus expressing a love for school life.
Overall Perception: Because the first natural paragraph is the first part of the article: the opening of the purpose, written to say goodbye to the campus, teachers and classmates, the heart of the deep love. So at the beginning, I asked the students to read this paragraph, and said this paragraph, the feelings of the students coming out of the heart will be revealed from the bottom of my heart. Then, the student's thoughts were pulled back six years ago, and the season when the dream began, left the most clear memory of the campus. Because when "we" entered the campus with pure aspirations and sincere "respect", the journey of "our" life opened a new page. When the beautiful 憧憬 becomes a reality, when “we” curious eyes traveled through every corner of the campus, we finally experienced the “tempting” side of the campus. Here, let the students read aloud when they speak aloud, the tone should be gentle, and read the reluctance in the heart with a full-fledged tone.
In the second part of the lesson, I grabbed the “Colorful Picture” to let students see the scenes of their life on campus. This picture is entwined together, which constitutes a full and meaningful six-year learning time. All of these make "we" not forget the alma mater of giving us "the spiritual wealth", thus expressing the love of school life.
With the advancement of the lens, the author's eyes fixed on the teacher who cultivated himself for six years, and opened the door of memory with a "loving teacher", which summed up the great role of the teacher in his own growth. Then I turned to specific memories and praises, so that the students really felt the "help and teaching" left by the teacher for the progress and improvement of the students. Then, with a delicate brush stroke, the wrinkles on the forehead of the teacher were written. "The blue silk is dyed into white hair." In the face of the teacher's affection, how do students return? In the parting time, they used the most intimate way, with the most sincere emotions, to keep the song and the verse in the teacher's beautiful memory, warm and permanent. Let students read and read freely, read the boys and girls, and read the text with the love of the teacher and the praise of the teacher, so that students can hardly forget the teacher who loves, and will not forget the alma mater. It is a pity that I did not deal well with this place. Maybe it was because I was not prepared before class. I hurried through the guidance of the students and did not achieve the expected results.
In order to let students have more profound memories of the beautiful campus, I pass the form of courseware,
Play back the campus environment of the alma mater and the wonderful scenes of the students' study and life, lead the students to the beautiful campus to see and listen, and once again appreciate the joy and happiness brought by the beautiful campus. Let them feel that the life on campus is so beautiful, so desirable, once again evoke students' memories and attachments to their alma mater life.
The natural paragraphs of the 8th and 9th articles are a summary of the full text. When teaching, it is necessary to strengthen reading aloud. Through reading, the students will be determined to be talented, return the teacher's wish and deeply love for the mother and the teacher.
Third, discuss and explore:
Looking back on the past and looking forward to the future, for the students who are about to start a new life, "with the birds open their wings" and "flying toward the blue sky freely", let the students talk freely about what you will be tomorrow, so as to motivate the students to Struggle in higher goals. This has a very good effect. The students talked very well. Everyone spoke freely and showed the picture of their own life in the middle of the country. At the same time, they also expressed their great ambitions.
Fourth, the role experience:
The six-year primary school cliff is about to draw a good sentence. My alma mater, teacher, and classmates have planted your nostalgia. So what do you most want to say to them at this time? What to do? This teaching piece is based on the teaching materials, and finds the matching point between “reading” and speaking. It trains the students' language well and effectively improves the classroom teaching efficiency. This is a process of developing students' language proficiency. It is also a process of emotional integration between teachers and students. Therefore, this design has achieved the harmony and unity of the instrumentality and humanity of Chinese learning. In the classroom, maybe, we are not their substitute teachers. At this time, the students didn’t say much to me. I had to guide the students to think of me as their teacher, so that the students’ emotions were mobilized, visible, in class. Before, I was still not fully prepared.
In the last part, I designed a teacher's message: the purpose is to mobilize the students' emotions, to make the students' emotions reach the climax, and to arouse the students' love for the school and the yearning for the higher learning life. In this teaching session, the teacher must have full emotions to move the students and impress the students, so that they can resonate with the students.

Chapter 5: Reflections on Teaching "Tomorrow, We Graduation"

Since the concept of "dialogue" has entered our reading class, whether it is an open class or a normal class, dialogue has become a form of teaching that teachers pay attention to. However, it is often seen that students often read the text one or two times, put the book aside, and start a conversation between teachers and students or a conversation. At this time, the students have not read the words of the text, the sentences have not yet been read, and there is no initial perception of the article. What is the dialogue?
Even if there are a few students, the opinions are not deep. Therefore, it is often seen that there is a cold field in the classroom. The reason is that dialogue lacks foundation. In order to achieve a true dialogue, it is necessary to lay the foundation for dialogue. The basis of teacher-student dialogue is that teachers and students carefully and carefully engage in dialogue with the text.
1. Teacher and text dialogue
When preparing lessons, teachers should carefully study the textbooks, devote themselves to research and think independently. Teachers should have the following four levels of requirements in order to fully engage with the text.
1 teacher and author dialogue
The dialogue between the teacher and the text is first and foremost an indirect dialogue with the author. The author is hiding behind the text and does not appear in the text. Bacon said: "When reading a good book, you are talking to noble people." Therefore, teachers should be good at dialogue with the author, feel the understanding of the value of the text, understand the author's thoughts and feelings, and correctly grasp the humanistic spirit of the text. . Feel the pulse of the author's emotional beating through the lines of the word, and generate emotional resonance. Teachers can only be moved by the text, and with real and sincere feelings, students can use real emotions to move students.
2 teacher and text dialogue
Understand the author's writing intentions, but also pay attention to the characteristics of the text language itself, and discover the growth point of the student's language development. The development of students' language depends on the absorption, accumulation, internalization and application of the textual model language. Teachers only have a "humble and self-discipline" in the language of the text before the students. Every word in the text, every punctuation can be counted, and the teacher and student can properly guide and draw the finishing touch.
3 dialogue between teachers and editors
If the teacher and the text dialogue are to understand the information conveyed by the text, then the dialogue between the teacher and the editor is to grasp the direction of the teacher-student dialogue. The text was carefully selected according to the spirit of the course. Each lesson has the requirements of each lesson, and each unit has the focus of each unit. What are the intentions of the editors who choose to hide behind the text? Teachers need to understand and grasp. Therefore, teachers should carefully study the teachings, comprehend the editor's intentions, and grasp the difficulties and difficulties of teaching. In this way, the teaching objectives will not be biased, and the teaching process will not slip. Teachers and students can only know what to do when they talk.
4 teachers and time and space dialogue
The connotation of the text is extremely rich. Sometimes, teachers' understanding of the text is not necessarily profound and comprehensive. This requires teachers to read a large number of articles related to the text, to help them understand the writing background of the text, humanistic connotation, ideology, etc., as well as the social situation and natural conditions of the author, to improve their understanding of the text. This kind of dialogue that transcends time and space is actually turning its original "a bucket of water" into a "long river that never stops." As the saying goes, "One minute on the stage, ten years of work." Only in this way can we make our understanding of the text more profound and comprehensive, and gradually improve our cultural taste and cultivation, and lay a solid foundation for the dialogue between teachers and students.
2, the dialogue between students and text
Dialogue is the process of equal interaction. When the students are not allowed to read the words and the sentences cannot be read, what is the equality exchange? Therefore, the dialogue should also be based on the full dialogue between the student and the text. First approach the text, read the quasi-sound, read the sentence, understand the general content of the text, and initially perceive the text before you can further dialogue with the text. Talk to the author and hear what the text says and how it is spoken. That is to stand on the same level as the author to feel and understand the author's thoughts and feelings, to understand how the author appeals to the language. This is the new cognition formed after digestion and absorption. It is the sentiment gained by life itself. It is the silk that erodes the mulberry and spits, and the honey that the bee collects.
However, the students' understanding of the text is superficial after all, because the length of the Chinese language is short, but most of them are classic language and beautiful, which contains rich humanistic connotations. Students need to understand deeply and need to integrate their own life experience and emotional accumulation, which takes time and needs process. Therefore, the dialogue between the student and the text must be sufficient.