Reflection on the three-character teaching

Reflections on the three-character scriptures : Fan Wenyi:

In the town quality class, I teach the second-grade school-based course "San Zi Jing"'s "head hanging beam, cone thorn stocks, he does not teach, since hard work. Such as sacred fire, such as Ying Xue, home is poor, learn not to swear" part. These verses were chosen because it is very educational for children. Students can be educated and improve their learning awareness on the basis of new courses.
The teaching begins with a small story about the three-character classics that students like. This is a review of the knowledge I have learned before, and it is also the introduction of the new lesson to be learned next. In the process of learning new lessons, I designed a variety of new styles, such as reading, group reading, reading by boys and girls, reading each other at the same table, etc. The purpose is to enable students to comprehend the kind of scriptures they need to convey. The spirit of hard study. Animated films are produced when students understand ambiguity, which can attract students, stimulate students' interest, maintain students' learning status, and help students understand the meaning of scriptures through more intuitive influence data.
On the basis of reading more and thinking more, the students independently discovered the spirit shared by Sun Jing, Su Qin, Che Yu and Sun Kang, and were able to say that we should learn from them and basically achieve the teaching goals.
Through the students' presentation of the diligent stories prepared before class, it can be seen that the students are indeed fully prepared. For students who have not studied independently, I have designed a recommended bibliography to allow students to learn by themselves. The recommended homework is also chosen one by one, which not only reflects the student's subjective status, but also allows students to choose their preferred work styles, which can improve learning efficiency.
There have been some problems in this lesson, mostly because of myself. For example, the elasticity is poor. Once the student's thinking is out of the presupposition, the teacher has not been able to design a response as soon as possible. The teaching effect needs to be improved, and some students still can't get the level of reciting.

Three words through the teaching reflection model two:

Today, we have studied "Yu Renyi, Li Zhixin. This five constants, inconvenient. Inamori, Mai Yi. This six valleys, people eat. Horse cattle and sheep, chicken dogs, these six animals, people are feeding." A few words, let's talk about your own design ideas and the successes and shortcomings of this lesson.
In class, I will let the students learn this part of the book according to Pinyin. Students will take five minutes to self-study and self-read the text. This allows students to be aware of what they have learned and know where they are not going to read. After the students have finished reading, I will refer to a few students to read, and the mistakes made during the student's reading, such as the tone, the teacher will correct. Let each student read the accent and read the tone. Next, I began to explain the meaning of each word and the meaning of each sentence, so that students understand the meaning of this part of the content and the principles involved. On the basis of understanding, students are familiar with and memorized. Then, we carry out various forms of reading and memorizing competitions. A group or individual who reads and recites can get a little red flower. The enthusiasm of the students is very high, and each student is involved in the study. After the end of the class, they can skillfully recite the contents of the class.
In the shortcomings of this lesson, some students did not take the class seriously. When it was his turn to read, he did not know where to read, which affected the discipline of the class. In the future, the teacher will remind the students before the activities, so that the students can prepare them fully. In addition, some of the students who have studied in kindergartens are not serious because they will recite them. I find that these students will recite them but they do not know the words. Therefore, the literacy of this part of the students is the direction of future efforts.

Three-character teaching reflexive essay three:

The San Zi Jing is the school-based curriculum of our school. Before the class, I actively prepared, consulted some of the materials, enriched my relevant knowledge, in response to the various questions raised by the students in the classroom, and strived for certain breakthroughs in classroom teaching; I conducted in-depth reflection after class.
First of all, I introduced the "Three Character Classics" to stimulate the children's national pride and desire to explore, and stimulated their interest in learning. Conduct patriotic education for students.
Secondly, paying attention to the moral education of students in the classroom, from the story of "Mengmu three move", inspire students: each parent can create a good learning environment for the children, and be willing to suffer more and more willingly; as a child, thank the parents To provide us with such good conditions, we are more excited to study.
Thirdly, the use of soundtrack reading in the classroom not only activates the atmosphere, but also makes the students feel the rhythm and rhythm of Chinese classical music and classical culture; and easily recite the content and education in the beautiful music.
In addition, finding information is the ability that middle-aged students should develop, relying on finding what they like about learning, improving the rise of students' learning, expanding the new knowledge of students, and making students have deeper knowledge of old knowledge. The understanding has truly reached the goal of knowing the new.
In short, in this class, students have high interest and active classroom atmosphere. They can quickly master what they have learned. Most students will initially recite, the purpose of teaching is achieved, and the classroom effect is good, but there are still some problems, because now Students learn a lot of knowledge through various channels. In the classroom, they can ask various questions and various situations. This requires our teachers to have extensive knowledge and flexible classroom education wit to adapt to the development of education.

Three words through the teaching reflection model four:

In this class guide teaching evaluation activity, I chose to teach Chinese studies - "Three Character Classics". Choosing this content to participate in the class guide open class is mainly based on the following considerations: As a representative content of the ancient Mongolian textbooks, the "Three Character Classics" has entered the content of early childhood education. Originated from the Southern Song Dynasty, the "Three Character Classics" of more than 700 years of history has been handed down for the compilation of Wang Yinglin, a university student at the end of the Song Dynasty. After being supplemented by later generations, it has been hailed as "a thousand ancient books." It is a strange, broken sentence with three words, rhyming sentences, reading up, catching the law, easy to read and easy to remember; its two odd, compact, natural, logical, generalized; its three odd, pregnant for thousands of years The essence of Chinese culture, the book is more than 1,500 words, integrating "history, geography, astronomy, ethics, poetry, ritual, education, philosophy", which can be described as a book and a thousand volumes. It has been included in the "World Children's Moral Education Series" by UNESCO; the large class of our school started teaching Chinese culture as early as 2006, and has now become a special feature of the park, and has set up a special teaching and research group. Professor Chen Huichang from Beijing Normal University has personally instructed. I choose this content to further exchange the teaching experience of Chinese learning, explore ways and means suitable for the characteristics of the park, and promote the healthy growth of young children.
In view of the characteristics of the age of the children in the class, I set three teaching objectives before class: learn the "Three Character Classics" step by step, explain the meaning; learn the words "canine, 苟, 曷, brew, things", understand the literal meaning; "Three Character Classics", experience the rhythm and rhythm of the language; understand the experience of the "Three Character Classics" contains the truth and feel the excellent traditional culture of the Chinese nation.
In the first half of the class, I first let the children sing the three-character scriptures in the form of solitaire games and humming. With classical music background and rhythmical songs, students clap their hands and sing, easy and lively, avoiding monotony, rigid and boring; next, enter the content review, "Mengmu breaks the machine" and "Kong Rong let the pear", the children together Sharing the story of Mencius's three moves and Kong Rong respecting the elders, clarifying the implications and understanding the traditional Chinese culture. Thanks to the slideshow picture, this part of the transition is smooth; learning the new three-character script for the focus of this design, I first play the slide, let the children observe, understand the meaning, and then present the text, explain the meaning, and then carry out reading and follow-up. In order to let the children better understand the meaning, I also designed the process of learning the new words, let the children know the words and act as the little teacher. From the perspective of the effect, the children can read most of the words and basically achieve the design effect. Finally, I will consolidate the learning content in the form of collective reading, and carry out the solitaire game and free communication experience, let the children think about how to pass the three characters through the middle school. The reason for the arrival, moved to the life scene. In the last part, due to the tight time and inability to go deep, some students could not effectively transfer from text to their own life experience.
From the perspective of the teaching process and effect of my class, the basics are consistent with the original teaching design. There is also an unsynchronization between the presupposition and the generation. For example, when I recognize "曷", some children propose to drink the same as drinking water. I have not been able to strengthen it in time. Therefore, when the teacher's instructional design draws the whole class according to the program, the intermediate process must be based on the child's “accidental” reaction, making flexible and tactful adjustments to achieve better results. At the same time, the difficulty of this class lies in the children. They lack relevant life experiences, such as: silkworms, cocks, etc. Therefore, students can only imagine freely, individual students answer and describe them. Here, more students should be extended in more detail to avoid only existing individuals. Among the students who have rich reading experience. In this lesson, the design of the word recognition is slightly more, the students are more reading, and when reading, the number of times is appropriate, and research is needed. When you are in the Solitaire, you need to identify the sentence. Word recognition and expression are often prone to focus on children with better oral expression. In order to take care of the group, if you put more blackboards in the literacy, let the students read the words, identify, or the dynamic words appear in the slides. With the teacher's contextual expression, the teaching effect may radiate more children, and it will be easy to be active; the picture is intuitive, but some information may be missed. If you can refer to the dynamic film, combined with the children's story, It reduces the difficulties caused by the literal understanding of Chinese characters, and students gain insight through the situation. Therefore, this class has largely completed the design tasks of reading and phrasing, but experiencing the profound tasks that are contained in the course, and the initial results are achieved by techniques, time, etc., but still need to be in the next class. Further understanding.
Through the design and teaching process of this class, I have deepened my understanding of the teaching principles, rules and techniques of Chinese learning content in children's classrooms. At the same time, the children's classroom feedback, peer communication, expert reviews have given me more space and opportunities to think, I believe that there will be greater improvement in the future teaching.

Three-character teaching reflexive essay five:

The San Zi Jing is a well-known and well-known enlightenment book. It is the longest and most representative of the ancient Chinese textbooks. Its content is smooth, unpretentious, profound and simple, and it is true and sincere. It summarizes the changes of China's 5,000-year history with short texts. In the book of the school-based textbook "Reading American, Learning to Be Real", we selected some of the contents of "Three Character Classics". How to teach these contents? Before I teach, I read the textbooks repeatedly, knowing that there are many historical stories in these contents. According to this feature, I have consulted a lot of materials and found some small stories related to the content. The story helps students understand what they mean and what they do. For example, when teaching "Xi Mengmu, choose a neighbor...", I told the story of the mother-in-law. When teaching "Do not teach, the father has...", I told a folk story, a mother loves children. Without strict education, the children will embark on the road of crime; when the teaching "four years old, can make pears...", tell the story of "Kong Rong Let Pear"; and so on. The words I said were so vivid that the students listened with gusto, so that the children understood the meaning of the content from the story and learned some truths about being human. In addition, I pay special attention to the students' reading practice in teaching. In each class, I use a variety of methods to read aloud, such as: reading, group reading, train reading, teacher-student reading, etc., strengthening the students' reading training. Make students feel the beauty of poetry and rhythm from reading. So as to achieve the purpose of reading.

Three-character scriptures reflect on Fan Wenliu:

In this class guide teaching evaluation activity, I chose to teach Chinese studies - "Three Character Classics". Choosing this content to participate in the class guide open class is mainly based on the following considerations: As a representative content of the ancient Mongolian textbooks, the "Three Character Classics" has entered the content of early childhood education. Originated from the Southern Song Dynasty, the "Three Character Classics" of more than 700 years of history has been handed down for the compilation of Wang Yinglin, a university student at the end of the Song Dynasty. After being supplemented by later generations, it has been hailed as "a thousand ancient books." It is a strange, broken sentence with three words, rhyming sentences, reading up, catching the law, easy to read and easy to remember; its two odd, compact, natural, logical, generalized; its three odd, pregnant for thousands of years The essence of Chinese culture, the book is more than 1,500 words, integrating "history, geography, astronomy, ethics, poetry, ritual, education, philosophy", which can be described as a book and a thousand volumes. It has been included in the "World Children's Moral Education Series" by UNESCO; the large class of our school started teaching Chinese culture as early as 2006, and has now become a special feature of the park, and has set up a special teaching and research group. Professor Chen Huichang from Beijing Normal University has personally instructed. I choose this content to further exchange the teaching experience of Chinese learning, explore ways and means suitable for the characteristics of the park, and promote the healthy growth of young children.
In view of the characteristics of the age of the children in the class, I set three teaching objectives before class: learn the "Three Character Classics" step by step, explain the meaning; learn the words "canine, 苟, 曷, brew, things", understand the literal meaning; "Three Character Classics", experience the rhythm and rhythm of the language; understand the experience of the "Three Character Classics" contains the truth and feel the excellent traditional culture of the Chinese nation.
In the first half of the class, I first let the children sing the three-character scriptures in the form of solitaire games and humming. With classical music background and rhythmical songs, students clap their hands and sing, easy and lively, avoiding monotony, rigid and boring; next, enter the content review, "Mengmu breaks the machine" and "Kong Rong let the pear", the children together Sharing the story of Mencius's three moves and Kong Rong respecting the elders, clarifying the implications and understanding the traditional Chinese culture. Thanks to the slideshow picture, this part of the transition is smooth; learning the new three-character script for the focus of this design, I first play the slide, let the children observe, understand the meaning, and then present the text, explain the meaning, and then carry out reading and follow-up. In order to let the children better understand the meaning, I also designed the process of learning the new words, let the children know the words and act as the little teacher. From the perspective of the effect, the children can read most of the words and basically achieve the design effect. Finally, I will consolidate the learning content in the form of collective reading, and carry out the solitaire game and free communication experience, let the children think about how to pass the three characters through the middle school. The reason for the arrival, moved to the life scene. In the last part, due to the tight time and inability to go deep, some students could not effectively transfer from text to their own life experience.
From the perspective of the teaching process and effect of my class, the basics are consistent with the original teaching design. There is also an unsynchronization between the presupposition and the generation. For example, when I recognize "曷", some children propose to drink the same as drinking water. I have not been able to strengthen it in time. Therefore, when the teacher's instructional design draws the whole class according to the program, the intermediate process must be based on the child's “accidental” reaction, making flexible and tactful adjustments to achieve better results. At the same time, the difficulty of this class lies in the children. They lack relevant life experiences, such as: silkworms, cocks, etc. Therefore, students can only imagine freely, individual students answer and describe them. Here, more students should be extended in more detail to avoid only existing individuals. Among the students who have rich reading experience. In this lesson, the design of the word recognition is slightly more, the students are more reading, and when reading, the number of times is appropriate, and research is needed. When you are in the Solitaire, you need to identify the sentence. Word recognition and expression are often prone to focus on children with better oral expression. In order to take care of the group, if you put more blackboards in the literacy, let the students read the words, identify, or the dynamic words appear in the slides. With the teacher's contextual expression, the teaching effect may radiate more children, and it will be easy to be active; the picture is intuitive, but some information may be missed. If you can refer to the dynamic film, combined with the children's story, It reduces the difficulties caused by the literal understanding of Chinese characters, and students gain insight through the situation. Therefore, this class has largely completed the design tasks of reading and phrasing, but experiencing the profound tasks that are contained in the course, and the initial results are achieved by techniques, time, etc., but still need to be in the next class. Further understanding.
Through the design and teaching process of this class, I have deepened my understanding of the teaching principles, rules and techniques of Chinese learning content in children's classrooms. At the same time, the children's classroom feedback, peer communication, expert reviews have given me more space and opportunities to think, I believe that there will be greater improvement in the future teaching.

Three-character scriptures reflect on Fan Wenqi:

The "Three Character Classics" read aloud, the students love to read, especially the first-year students, he does not understand the meaning, but he can read it with gusto, so reading is no problem. The understanding of meaning is difficult. So, I use stories to help students understand the meaning. In teaching "the beginning of man, sex is good. Sex is similar, Xi Xiangyuan. If you don't teach, sex is moving. When you teach, you are special," I told two stories to help students understand. One is the story of "Three Harms Weekly" to help students understand "the beginning of man, the nature is good. The sex is similar, Xi Xiangyuan". The story is that in ancient times, there was a person called Zhou Zhou. Because people were beaten everywhere, the folks called him and the tigers of Nanshan and the dragons of the North Sea as three evils. Later, he understood his mistakes and removed the tigers and dragons by his own martial arts and became a good person. Through the narrative of this story, the students understand the meaning of these two three-character scriptures, and they are more tasteful to read. This class has been well received.