Zhan Tianyou's teaching reflection

Zhan Tianyou's teaching reflection on Fan Wenyi:

The text "Zhan Tianyou" is based on the name of the character, and focuses on the most important deeds of Zhan Tianyou's life. He presided over the construction of the first Jing-Zhang Railway, which was designed and constructed by Chinese engineers and technicians. It is an outstanding patriotic engineer who expresses the wisdom and strength of the Chinese. Through the teaching of this lesson, students will be able to understand the outstanding patriotic engineer Zhan Tianyou, and inspire students to love the motherland, love science, be brave in innovation, and determined to contribute to the motherland. Learn how to write before and after the article.
In the class, I guided the students' self-reading self-realization around the center of the article, "Outstanding" and "Patriotic", and actively explored and let students experience the excellence and patriotism of Zhan Tianyou. In this way, in the process of students' active exploration, cultivating the ability of learning and inquiry is conducive to enhancing their interest in learning and enhancing self-confidence in learning among students in discussion, cooperation and appreciation.
In the classroom, I strive to be a collaborator, guide, and participant in student learning. For example, when discussing two methods of excavation with students, they should pay attention to listening carefully to the students' opinions and paying attention to timely dialing. Students read and explain, draw, and see how to understand the tunneling methods of the two tunnels. The meticulous work of God bless and the difficulties encountered in his work and his in-depth practice and new thinking. By drawing, the train is reproduced on the "human" line. In this way, the students' problems are solved in a difficult way in reading and hands-on practice, and the focus of the text has also been highlighted. In the fourth paragraph of the teaching, I asked the students to read and mark while in the process of learning, and use "when I read ________, I feel _________, because ____________." Understand in reading, find problems, solve problems, improve the ability to question and solve doubts, thus deepening the understanding of the text.
My focus on this lesson is:
1, new words, new words.
2. The understanding of key statements.
3. Reciting the natural segments of 4, 5, and 6.

Zhan Tianyou's teaching reflection model 2:

Problem design is not only the key to the teaching process, but also the soul of a lesson. Whether the question design is just right, whether it is art or not is a good yardstick for evaluating the merits and demerits of a class. Therefore, in the teaching process, we must consider the capacity of the problem design and grasp the "five essentials" of its capacity.
First, the problem design must be the result of the teacher's deep-drilling textbook. The design must be the crystallization of the teacher's careful study of the textbook and the essence of the textbook. Teachers only have a thorough understanding of the textbooks and design problems to be clear and handy.
In the article "Zhan Tianyou", before the problem is designed, the teacher must figure out the position and function of the lesson in this module; what is the main part of the lesson, what is the author's thinking, what is the purpose; through the teaching of this lesson, In terms of basic knowledge, abilities, and ideas, what should teachers teach students, what should students learn; where is the focus and difficulty of this lesson? Teachers should use what reasonable methods to break through it; and how teachers should optimize the classroom structure and how to guide the school. Teachers only ponder and digest the above contents, read and read the articles, and sort out the various knowledge points in the textbooks. Only then can they have the ability to master the teaching materials, and lay a solid foundation for the problem design. Cleared the obstacles, just as Zhuge Liang borrowed Dongfeng when everything was ready.
Second, the problem design should grasp the key points and clarify that the target problem design is to serve the teaching objectives. Therefore, the problem design must grasp the focus of the article and reflect the clear training objectives. In other words, the problem design can only effectively organize the teaching if it has obvious specificity and measurability.
The article "Zhan Tianyou" is a very important reading text in its unit. It has an important connection with the training program of this unit "pay attention to the local situation at the time". When teaching, use this text to guide students to the context of the event and the local environment at the time, to understand the content of the text. Teachers should fully consider these for teaching, and the problem design must grasp this key point and clarify this goal.
When I was explaining this lesson, the question was designed in this way. What difficulties did Zhan Tianyou encounter before and after accepting the construction of the Beijing-Zhangjiakou Railway? How did he overcome it? What qualities does he show? The "difficulties encountered" in the question are carefully designed for the training objectives of this article. When students see this problem, they will naturally associate with the local situation at the time: the corruption of the Qing government, the imperialist grievances, the lack of engineering and technical talents, the backwardness of labor tools, the precipitous terrain and the harsh climate, and the excavation There are many mountains in the tunnel; when designing the route, the slope near the Qinglong Bridge is particularly large. Despite the great difficulties at the time, Zhan Tianyou resolutely accepted the task, worked meticulously and completed two years in advance, giving a powerful counterattack to the Chinese imperialists. The problem of this design is clear, and the purpose of the teacher's teaching is clear, and the students learn it. Through careful consideration of this issue, the students have a deeper understanding of the central sentence of "Zhan Tianyou is an outstanding patriotic engineer in China." Zhan Tianyou's strong patriotism and outstanding talents will be deeply engraved in the hearts of every student. Coupled with the teacher's opportunity to dial and guide, students will know: whether writing articles or reading articles must "pay attention to the local situation at the time." After reading the article and paying attention to the local situation at that time, I can understand the article more thoroughly. Writing an article to pay attention to the local situation at that time can make the article express better and really touching.
Third, the problem design should be less and elaborate on an article, and there should be no series of broken and meaningless questions. Can design a problem to solve, never design two problems. Otherwise, the student’s head will be questioned a lot, the question will be swollen, and the question will be numb. In the end, it may be that even the teacher will feel confused and unintelligible. It is difficult to grasp the key points of the article and ask how to break through.
In "Zhan Tianyou", when I was teaching the key paragraphs of the article, I only designed one of the above-mentioned questions. The students used this as a clue to read, delineate, discuss, and sort out the article. Students learn very well, and naturally the purpose of this article can be achieved.
It is worth noting that the three typical cases abc selected by the article are parallel. When a teacher presents a question, he or she can perform special treatment on it. When the lecture is given, the students will present one by one. The students will learn a under the guidance of the teacher, and then b, c, can learn by themselves.
Fourth, the problem design should integrate the teaching method and the learning method. In the bilateral teaching process of the teacher "teaching" the student "learning", the design problem is the chain, which combines "teaching" and "learning" organically. The problem of integrating teaching methods and learning methods will mobilize the enthusiasm of students and create a "two-in-one" resonance effect in teaching and learning.
In addition to the above questions, isn't it a guide to the study of the law? Through study, students will understand that reading articles should grasp the key words and sentences and the language, actions, and ideological activities of the characters to think; when writing articles, it is necessary to actively use this method of portraying characters to make the articles sound and colorful. There is also a process of "paying attention to the local situation at the time", which is a characteristic process. Isn't that the process of learning the law? V. Problem design The hierarchical Chinese teaching should reflect the teaching objectives to reflect the hierarchical level of the teaching objectives of “teaching learning method → ​​logical thinking → infiltrating moral education”. The problem design is naturally for its service. The above problem design fully reflects the hierarchy of teaching objectives.
In short, the problem design that contains the above-mentioned "five essentials" can be considered a good question, and it is really the soul of a class.

Zhan Tianyou's teaching reflection on Fan Wensan:

When I was teaching "Zhan Tianyou", I focused on the "self-reading self-enlightenment" teaching mode and achieved good teaching results. When teaching the "survey line" section, I took three steps:
The first step is to let the students read freely with clear learning objectives: while reading, use the symbols you like to draw the most touching sentences in this paragraph, and think about why these statements touch you.
The second step is to organize students to discuss around this learning goal: students can read in the relaxed atmosphere, express their own thoughts, and fully analyze the differences between themselves and others, and make spontaneous feedback and adjustments.
The third step is to guide students' self-consciousness through various forms of reading. Zhan Tianyou's "Language" section allows students to change their characters and experience the character's quality: If you are Zhan Tianyou, how would you say this to engineers and technicians? "A thousand readers read Hamlet, there are a thousand Hamlet." The language of the students tells me: Zhan Tianyou in their minds or a long-term heart, or harmony and seriousness... The “Action” section allows students to imagine the picture and experience the character quality: What do you see after reading? What did you hear? What do you think in your heart at this moment? The “Psychological Activity” section allows students to abide by the situation and experience the character's quality: once the railway is repaired, the Chinese engineers will lose confidence. If they are completed, they will inspire the people and highlight Zhan Tianyou's patriotism. The students’ deep readings made me feel that they had a very reverence for Zhan Tianyou.
When teaching "cutting tunnels" and "designing herringbone lines", I used a teaching method of drawing a picture and performing a performance. The methods of excavation of the Juyongguan tunnel and the Badaling tunnel are different. The former adopts the method of cutting from the two ends to the middle at the same time, and the latter adopts the central well sinking method. This part allows students to draw a simple schematic diagram of the excavation method based on self-reading and understanding of the text. Students can understand without any need to talk about it. In the construction of the Jing-Zhang Railway project, Zhan Tianyou is the most prominent place to show his outstanding talents. He designed the “herringbone” line. During the explanation, let the students personally carry out the physical demonstration of the train's running route on the herringbone line, revealing that Zhan Tianyou is not only a patriotic engineer in China, but also an outstanding patriotic engineer in China.

Zhan Tianyou's teaching reflection model four:

After teaching "Zhan Tianyou", my overall feeling is not bad. The classroom atmosphere is more active, and the interest of students is always eternal. This kind of performance of students is more and more obvious and high in the process of gradually analyzing and understanding the quality of Zhan Tianyou. In the classroom, I have a positive interaction with the students. I strive to be a collaborator, leader and participant in student learning.
1. The use of the teaching model should work hard on the word “live”.
When I was studying the text, I shared the students' self-directed learning with the teachers and students, and finally combined the articles with the aesthetic reading. Can be divided into three steps like this:
The first step, self-reading
Let students read freely with clear learning objectives: read the text, think about what the text mainly writes, the author wants us to introduce what happened to Zhan Tianyou's Beijing-Zhangjiao Railway? Go straight to the focus, let the students have an overall grasp of the text content, and establish a cognitive system of their own.
The second step, strengthen guidance and in-depth understanding
When we read this passage, what kind of pictures appeared in the students' minds? Organize students to discuss and exchange self-study results around this learning goal.
I seem to have seen the dust that has been rolling in the sky, and I have been blowing it all the time, blowing people away from their eyes. But Zhan Tianyou and the workers ignored this and insisted on working in the field. I seem to see that there are mountains and mountains everywhere, and there are deep bottomless mountains everywhere. The environment is very bad. Yes! The raging wind of the anger blew the yellow sand of the sky, but could not blow Zhan Tianyou's firm belief; the steep cliff blocked the extension of the railway, but could not stop the progress of Zhan Tianyou. I seem to have seen it: during the day, Zhan Tianyou walked hard in the mountains, and at night, he carefully calculated the figure under the dim oil lamp.
At the beginning, students couldn't grasp the key points to make the picture concrete. When I was in a hurry, I said that I read these sentences and I saw the footsteps of Zhan Tianyou walking hard in the mountains during the day. At night, he carefully calculated the figure under the dim oil lamp. The raging wind of the anger blew the yellow sand of the sky, but it was the firm belief of Zhan Tianyou; the steep cliff blocked the extension of the railway, but could not stop the progress of Zhan Tianyou.
The students listened as if they understood something at once, and only one small hand raised it.
I seem to have seen Zhan Tianyou carrying the theodolite to the steep cliff for fixed-pointing and mapping; I seem to have seen Zhan Tianyou's presence in the mountain surveying line regardless of the wind and anger...
The third step, re-appreciation in the aesthetic reading, enhance the ideological realm
The teacher focused on reading aloud, reading through the scope of the paradigm, imagining empathy, multi-interpretation, and reading the touching parts of Zhan Tianyou.
Episode 1: In the face of difficulties, he always thought: This is the first railway built by the Chinese themselves, and it must be repaired. Otherwise, not only those foreigners will laugh at us, but they will also lose confidence in Chinese engineers.
If you emphasize that this is a railway repaired by the Chinese, how do you read it? If you emphasize that this is the first railway, how do you read it? If you emphasize Zhan Tianyou's firm belief and determination to overcome difficulties, how should I read it? If you emphasize the consequences of repairing the railway, how do you read it?
Through a variety of forms of reading, students are guided by their own senses. The linguistic part of the character allows the student to convert the character to read and understand the character's quality. In reading, he once again tasted the spirit of the characters and the emotions expressed in the text, and also edified the students with patriotism and excellent quality.
2, in the hands to promote sentiment
When I read the fifth and sixth paragraphs of "Drilling Tunnels" and "Designing Herringbone Lines", I used a teaching method of painting one painting. This part of the content allows students to draw a simple sketch on the paper on the basis of self-reading and understanding of the text, and then name it on the blackboard. The Juyongguan tunnel and the Badaling tunnel are different in their methods. The former adopts the method of cutting from the two ends to the middle at the same time, the latter adopts the central well sinking method, and why this method is adopted. In the construction of the Jing-Zhang Railway project, Zhan Tianyou is the most prominent place to show his outstanding talents. He designed the “herringbone” line. When most students draw the "herringbone" line, the teachers and students use a pencil with a white in the middle and a pink pencil at both ends to represent the train and the locomotive. Let the pencil, the train with the locomotive at both ends, walk on the herringbone railway. In this process, it is revealed that Zhan Tianyou is not only a patriotic engineer in China, but also an outstanding patriotic engineer in China.
3. Training form of thinking and writing skills
Beginning with the awarding ceremony, and ending with the awarding ceremony for Zhan Tianyou, deepen the understanding of the text.
These two points are the places I feel the most in teaching, but there are also some shortcomings:
1. During the teaching process, there are many phenomena in the excavation of teaching materials. If he is instructing students to read difficulties, he always thinks: This is the first railway built by the Chinese themselves, and it must be repaired. Otherwise, not only those foreigners will laugh at us, but they will also lose confidence in Chinese engineers. Not only should students be guided to emphasize that this is the railway repaired by the Chinese, how to read it? If you emphasize that this is the first railway, how do you read it? If you emphasize Zhan Tianyou's firm belief and determination to overcome difficulties, how should I read it? If you emphasize the consequences of repairing the railway, how do you read it? Also let students communicate to understand the feelings of reading and why.
2. When talking about tunneling, whether it is a method of cutting both ends into the middle at the same time, or a central well-drilling method, it is not only based on actual conditions, but also can increase the working surface to speed up the progress of the project.
3. When the data was collected and exchanged, it was too relaxed, and the students were still ignorant of the social background at that time.
When analyzing the article, because the students did not know much about the social background at that time, at the beginning of the study, the students did not understand the position, so I always need to add relevant information, which not only affected the students' learning sentiment, but also delayed some time. In the future, I will also have texts that are far from the student life, so that students can understand the relevant content on their own, and the teachers supplement all relevant information.
4. The function of the teacher's guide is not timely. In the study and experience, and in-depth understanding of Zhan Tianyou's style, my design goal is to let students combine the four, five, and six sections to fully appreciate the style of Zhan Tianyou. Only one person in the teaching talked about the herringbone line. I should take this opportunity to guide the students to understand Zhan Tianyou, an outstanding patriotic engineer, from the herringbone route and the tunnel. Most students talked about Zhan Tianyou's survey route, which made people feel the fourth quarter of repeated learning.

Zhan Tianyou's teaching reflection on Fan Wenwu:

"Zhan Tianyou" is a narrative of writing people, a good teaching material for ideological and moral education and language training. The article is typical and detailed. The construction of the Beijing-Zhangjiakou Railway only selects the three most difficult things, such as surveying routes, tunneling, and designing “human”-shaped lines, which can explain the problem. The tunnels are only representative of the high mountains, the thick layers of Juyongguan and the long length of Badaling. They are very representative. After coaching this lesson, there are some reflections on this:
I. Creating a situation In the infection introduced by my opening remarks, the student was brought to Zhan Tianyou's “portrait” to make students interested in this character and to be passionate about the engine. Moreover, the teachers are very passionate throughout the class, trying to impress students in the language and mobilizing the emotional factors of the students.
Second, reflect the various forms of reading. For example, "Zhan Tianyou often encourages the staff to say ... should not be from the mouth of the engineering staff." In this sentence, I created three scenarios for students to experience the situation. For "difficulty, he always wants... Loss of confidence." This sentence lets the students realize: Do you want to emphasize that word? The teacher guides the students to understand the different angles of understanding, and the focus of reading is different.
Third, the implementation of classroom teaching with an open question is always to read comprehension and perception. Through the understanding of the language and words, Zhan Tianyou's character is more and more full in the minds of the students, and is influenced by his personality.
Fourth, the treatment of teaching difficulties has adopted a relatively intuitive method. The difficulty in understanding this text is the two parts of “opening the tunnel” and “designing the chevron line”. These two technically strong problems I have mainly adopted the means of intuitive teaching, allowing students to watch the courseware explanations, and thus can also feel the outstanding and greatness of the characters.
However, from the perspective of the classroom effect, the students' emotional experience is not very deep, and the students' answers are still on a relatively shallow level, and they are more general. I think there are several main reasons:
1. Although multiple forms of reading are used, the time and number of readings are not sufficient. Reading teaching should be based on reading, so that students can feel and experience when they are fully educated. It is natural for students to “see the story”.
2, because the content I dealt with in this class is "direct writing of the part of Zhan Tianyou's construction of the Beijing-Zhangjiao Railway" did not explain the "difficulties in the social environment", put the task outside the background, then The students' emotions are of course difficult to mobilize, so the students are pale and weak, and the language is mostly tagged.
3. In dealing with the two parts of “opening the tunnel” and “designing the herringbone line”, although I adopted a relatively intuitive method, the students understood the ingenuity of the design, but did not make any sense to the design of Zhan Tianyou. Amazing feelings. I think that if we combine the content of "even foreign engineers can't easily try" and the construction conditions at that time, we can see Zhan Tianyou's design, and students realize that Zhan Tianyou's "outstanding" is a matter of course. At the same time, this also teaches students a way to read, that is, contact context.
4, the central question "to find out the most touching place, why?" Targeting is not very strong, not any text is suitable. For this article, since it is an article written by someone, it is necessary to make a fuss from Zhan Tianyou, and let the students talk about what kind of person you think he is. Where did you see it? So that students can be justified in their expressions and well-founded. At the same time, it is the soul of the article, the essence of the article, allowing students to read the comprehension, taste the language and content and emotions together, can also improve classroom efficiency.
Through the teaching of this text, I understand that each text has its own unique features, and it is necessary to select teaching methods according to the characteristics of the article to achieve high efficiency and high quality of Chinese classroom teaching.