Reflection on the Teaching of "Frog Watching the Sea"

Part 1: Reflection on the Teaching of "Frog Watching the Sea"

"Frog Sea View" This text mainly talks about the frog who lives in the lake for a long time. He wants to look at the sea. Under the guidance of the goshawk, he followed the squirrel with a step and a jump. Finally he finally reached the top of the mountain and saw the sea. According to the characteristics of the textbook and the teaching requirements of the grade, I will focus on the following teaching objectives: 1. Ability to read the text correctly, fluently and emotionally. 2. Understand the text, knowing that as long as you are down to earth, step by step, and work tirelessly, you will be able to reach the ideal shore. 3. Understand the words composed of the words, remember the words "board", "suck" and "level", and recognize the word "head". According to the characteristics of the textbooks and the actual situation of the students, the key points of my teaching are: reading the text emotionally and understanding the truth. The difficulty of teaching is: the truth of the text revealing. I paid attention to the implementation of the following teaching strategies in teaching:
First, reading is the main theme of today's Lianshan courseware teaching.
In this lesson, I put reading aloud in a very important position, emphasizing "read-oriented, reading-assisted reading, and listening to reading". I think that the process of learning language is actually a process of internalization of an external language. The most important and fundamental means of this internalization process is reading aloud. Therefore, I encourage students to self-read, avoid the teachers to talk more, ask more questions, and strongly advocate "to read, to read, to talk, to promote reading." Let students read and understand themselves, read and think, discuss each other, read and read aloud, understand words, cultivate language sense, and accept subtle language. "The author has a chest, and the beginning of the immigration." Therefore, "entry and understanding" is the teaching realm that I have always pursued.
Second, the creation of the situation in the language teaching, especially in the lower grades of Chinese teaching has an extremely important position.
All the students narrate the text, only in the context of mobilizing the various senses of the students, so that they can actively observe, feel, and operate in the context, in order to achieve the accumulation and use of the language. In this lesson, I spent a lot of time thinking about the creation of situations:
1. Experience the situation with life. This class will allow students to fully understand the hardships of frog climbing and only work tirelessly to reach the top of the mountain. Before the class, I designed the “Frog Jump” sports activity with the cooperation of the physical education teacher, and let the students jump the steps of the five-story school building. After the students jumped, they were so tired that they were so tired that they were sitting on the ground and did not want to start. Some of them were gasping, and others stopped on the third floor and could not move. The students who came to see it were deeply impressed. In this way, students will contact their own experiences during the class to experience the hardships of frog climbing. Some students say that the heart is jumping out, some say vomiting, and some say that the feet are sore. It can be seen that the experience students receive can help them understand and feel the text.
2. Feel the situation with performance. In the teaching, on the basis of fully understanding and reading the text, the teacher and the student carried the description of the tiara performance text: the squirrel came to the foot of the mountain with the frog, climbed to the top of the mountain without fear of hardship, and finally saw the sea. . This encourages students to change their roles, understand the text with the true feelings of the little frog, and inevitably feel the intimacy of the characters in the text, which naturally deepens the inner experience. The students' interest is very strong, the thinking is very active, and the performance and reading are quite in place. The performance was performed after reading the text and it was a solid practice. After the performance, with the warm emotions, the students deepened their memory of the texts, and realized that they must work tirelessly on the top of the mountain, step by step, and go to the ground in order to succeed.
3. The picture reproduces the situation. According to the characteristics of the textbooks and subjects, I used the wall map to assist the teaching, the beautiful pictures and the appropriate music to let the students feel the majesty of the mountains and the magnificent beauty of the sea. At that time, when students looked at them, they couldn’t help themselves. The land made a loud sigh, let them talk about the feeling after reading, the students not only have a strong desire to express, but also rushed to say their different feelings. From this point of view, the lower grade students not only have the language and the corresponding image, but the “symbol” corresponds to the “image” and the “image” arouses the “emotion”.

Part 2: Reflection on the Teaching of "Frog Watching the Sea"

"Frog Watching the Sea" is a fairy tale of the fourth unit of the second grade language. It is a frog who lives on the lake for a long time. He wants to look at the sea. Under the guidance of the goshawk, he jumps with the squirrel on a step and finally reaches the top of the mountain and sees the story of the sea. It shows that as long as you are down to earth, step by step, and work tirelessly, you will be able to achieve the ideal.
The teaching goal of this text is to let students understand the truth that “there is no difficulty in the world, as long as they are willing to climb”, and they can read the texts by role. When I designed this lesson, I wanted to create a relaxed and pleasant fairy tale atmosphere. Under the guidance of the teacher, the students can not only read the text, read the feelings, but also understand the meaning of the text in the reading. On this basis, the role reading and performance are performed. And learn some valuable qualities from frogs, squirrels, and goshawks. In the teaching design of this lesson, the form of crosstalk is used to allow students to think while reading. Using multimedia means, students can feel the dilemma faced by frogs and experience the unremitting efforts of frogs to see the sea.
In the first part of the teaching, the students will realize the urgency of the frog's desire to see the sea and the difficulty of watching the sea. The Goshawk is a guide throughout the story, and it points the way to the frog. It was also the goshawk that made the frog understand the difficulty of the reality, from an urgent disappointment to a disappointing mood. When teaching this natural section, the focus is on letting students understand the whole process of emotional transformation through reading and observation. It is a difficult wish to understand that frogs look at the sea. Lay the foundation for later seeing the sea.
The second part is the focus of the text, in which the frog meets the squirrel. The squirrel is the ideal practitioner of the frog. It is that it leads the frog to the top of the mountain. It can be said that without the encouragement and help of the squirrel, it is impossible for the frog to see the sea. When I talked about this part, I asked the students to find out the contents of the squirrels four times and read the language of the squirrels, so that the image of the squirrels was slowly rooted in the hearts of the students. Let the students read the texts on the basis of understanding the text. In the reading, the children have a deep experience in how to stimulate the frog's self-confidence, how to preach and teach, and how to protect the frog's enthusiasm. At the end of the text, I asked the "Little Squirrel". "Why do you think the frog will see the sea?" In order to let students better understand the difficulty of frogs climbing to the top of the mountain, I designed a link for students to follow me to learn the first level of the frog. In the process of jumping, let the "little frogs" experience the hardships and hardships, and strengthen the confidence that they never give up. When they finally saw the sea, they read and watched the children to realize the ideal happiness and to say a few words of praise to the sea.
Classroom is always a regrettable art. There are still many regrets and deficiencies in the teaching of this class that need to be continuously compensated in the future teaching. For example, when the children learn to play the little frog, the classroom atmosphere is active. But the child did not fully understand the difficulty of the little frog, but only stayed on the level of simple jumping. You should let the children feel the height of the mountain through the multimedia in the process of jumping. It is very easy to experience a small step from the foot to the foot. But it is not easy to skip a mountain. You can understand that the little frog insists. Unremitting efforts. In addition, the individual details and the way of asking questions need to be more perfect. One question is changed to the way of asking questions. Finding a suitable opportunity to ask will have different effects.
What you should learn to learn this lesson is to learn the frog's quality that is not afraid of difficulty. And isn't our teacher like the squirrel who led the frog to the top of the mountain? Only through our correct guidance and constant encouragement will every child realize their ideals and reach the other side of success.

Chapter 3: Reflections on the Teaching of "Frogs Watching the Sea"

There is a text in the second grade language textbook of Jiangsu Education Edition, "Frog Watching the Sea". The story is very short. The text is as follows:
The frog lives in the lake for a long time and wants to see the sea. The Goshawk said to it: "As long as you wait for the mountain in front, you can see the sea."
"God, such a high mountain!" The frog took a sigh of relief. "I don't have a pair of powerful wings like you, and there are no four long legs that run well. How can I get there?"
"Yeah, this mountain is too high. But if you don't climb the top of the mountain, how can you see the sea?" After the goshawk finished, he flew away.
The frog is very disappointed. At this time, a squirrel jumped in front of it: "Do you want to see the sea?"
"Yeah, but this mountain is too high, I can't go up."
"Can you jump up this stone step?" the squirrel said, jumping on a step.
"What's the hard part!" The frog followed and jumped up.
"Good! You can definitely see the sea." said the squirrel.
In this way, the frog followed the squirrel to jump up one level, tired in the grass for a while, thirsty to drink some spring water. Unknowingly, they have jumped over the stone steps and reached the top of the mountain.
what! The sea is in front of them.
The metaphor of the article is a kind of high-level teacher. The frog in the fairy tale is like our students. I want to climb the obstacles on the road of learning - the mountains, to appreciate the beauty of the sea of ​​knowledge, and the goshawk and squirrel are his teachers. Goshawk as a teacher, the frog student asked, the goshawk only has a plain language "preaching" - you can see the sea when you climb the mountain. For the little frog, there are no powerful wings, long legs that run well, and the fear is certain. When the Goshawk "dispelled" was attributed to the inability of the students to climb, they then went away. Obviously, a teacher like the Goshawk, who only cares about students and does not care about students, does not pay attention to students' interest and confidence, and does not pay attention to method guidance, is already out of date. It is not so much a student's incompetence, but rather a teacher's mediocrity. .
The squirrel teacher knows what such a tall mountain means for the little frog, and gives the student confidence in a very stimulating language, designing the “recent development zone” of the student frog, and letting it “jump, get enough”. Throughout the process, the teacher walked with the students, shared the joys and sorrows, and enjoyed the beauty and growing together.
Reflecting on our reality, our students have lost more and more interest in learning and self-confidence. They often walk alone on the road to school, shouldering the knowledge rucksack that the teacher throws them, and a little lax, they will lead Come to the teacher's casual accusation and preaching, and then push the responsibility to the students, what is the difference with the Goshawk? We should be teachers like little squirrels, subtly motivate students' self-confidence and interest, pay attention to the guidance and guidance of the process, and let the students happy, easy, and happy to "reach the top to see the sea."
Postscript: “Being careful and learning everywhere”, as long as education is regarded as our cause, with the pursuit of excellence, with a brain that is good at thinking, with a unique vision, to read words, read life, there can always be some unexpected enlightenment , update our ideas, optimize our behavior, and let us get closer to the true meaning of education.

Chapter 4: Reflections on the Teaching of "Frogs Watching the Sea"

The fairy tale "Frog Watching the Sea" tells a frog who lives in the lake for a long time. He wants to look at the sea. Under the guidance of the goshawk, he jumps with the squirrel step by step, finally reaches the top of the mountain and sees the sea. story. It shows that as long as you are down to earth, step by step, and work tirelessly, you will be able to achieve the ideal. In the process of frogs fulfilling their wishes, there are two people whose role cannot be ignored: one is the goshawk, he points the frog to the method of watching the sea, and the other is the squirrel, who guides the frog step by step to the top of the mountain and finally makes the frog Realized the desire to see the sea.
After finishing the lesson, I asked the students to talk about the characters in the story. Many students said that they should learn the little frogs who are not afraid of difficulties. More students expressed that they liked the helpful squirrels, and the like rate was 100%. Some students even said that : "If our teacher is like a squirrel, how good!"
A word awakens the dreamer, our students need a squirrel-style teacher! What kind of charm does the squirrel-style teacher have to win the favor of students?
First, the main reason for caring for students and students like squirrels is that the squirrel is very caring. When the frog encounters difficulties, he promptly lends a helping hand. The frog needs a friend like a squirrel. Does the student need a squirrel-like teacher? As a squirrel-type teacher, when students encounter difficulties, they will lend a helping hand in time to bring their care and care to the students. Love is the spring rain, love will be silent. When the teacher treats the students with enthusiasm and enthusiasm, and spreads the deep love to the students, then the big problems will be solved, and many more stones will gradually be affected.
Second, guide and help students when the frog encounters difficulties and can't do anything, the squirrel does not ignore the goshawk, but breaks down the hard-to-climb mountain into many levels that can be conquered. It reduced the difficulty of mountaineering, and jumped up with the frog level one level, and finally climbed to the top of the mountain and saw the sea. Our students are like frogs. They also encounter various difficulties in their studies. When students are in urgent need of help, teachers can't ignore them. They should help them in time like squirrels to help students reduce their difficulty and set up a table for them. Ladders make it a step-by-step ideal.
Of course, such help must master the heat. Teachers should be squirrel-type teachers, care for and care for every student, not to let teachers do the student's nanny, any student's affairs, any activity teachers have to personally experience, and replace. On the contrary, teachers should let go when they let go, and let students become masters of learning. Appropriate guidance and assistance should only be given when students encounter problems that cannot be resolved.
Third, support to encourage students in the process of frogs to achieve their wishes, Goshawk and squirrel have given him help, but the Goshawk gave only the advice: "Hey, as long as you climb the mountain in front, you can see the sea!" When the frog expressed difficulty in climbing, the Goshawk did not continue to give practical measures and help. He just said, "How can you see the sea without going to the top of the mountain?" After that, the wings flew away. His words not only did not bring hope to the frog, but caused the frog to fall into greater disappointment. But the squirrel did not fly like a goshawk to pat the wings, but inspired to induce the frog "Do you want to see the sea?" "Can you jump up this stone step?" When the frog jumped on the first stone step, he motivated The frog "Okay, you can see the sea!" The squirrel's friendly smile and enthusiastic encouragement successfully aroused the confidence of the frog and became the driving force of the frog's mountaineering, which made the frog's confidence multiply and involuntarily followed the squirrel to jump up. Although there was fatigue, hunger and thirst, and even danger waiting for him, but with the encouragement and support of the squirrels along the way, eventually, the frog unknowingly jumped all the stone steps, reached the top of the mountain, saw the sea, realized The desire to dream.
The frogs need the encouragement of the squirrels to see the sea. The students also need the encouragement and support of the teachers. Teachers, please don’t lick your language and smile. Every one of your appreciative eyes, sincere compliments, and relatives’ actions will become students’ progress. The motivation to inspire it to overcome difficulties and achieve ideals.
Teachers, our students are like a frog who only climbs the sea to see the sea. They have desires and ideals. However, their abilities are limited and their perseverance is limited. When they encounter difficulties, they will be as disappointing and disappointing as frogs. Let us Let's be a squirrel-like teacher, bring our care and love, guidance and help, encouragement and support to the students, let them ride the wind and waves on the way forward, and get on the ideal peak soon!

Chapter 5: Reflections on the Teaching of "Frogs Watching the Sea"

The lesson of "Frog Watching the Sea" is a picture of the third volume of the Chinese Language Edition of the Jiangsu Education Edition. After I taught this lesson, I was quite sentimental.
1. Teaching in the context, the taste runs through;
Interest is the first motivation for learning, and the right situation can effectively stimulate students' interest in learning. Combining "Frog Watching the Sea" is a feature of a fairy tale. During the teaching, a "fairy world" situation was created, which links the relatively boring language learning with the fairy tale that the students like to hear. With the help of multimedia courseware, when introducing, the students will first show a colorful and vivid "fairy world", and then the familiar "smart old man" will send out an invitation: "Welcome to the fairy tale world", followed by "fairy world" "The door is open, and the subject "Frog looks at the sea" is a picture. In just twenty or thirty seconds, the student’s heart was immediately buckled, and the enthusiasm for learning was quickly activated. At the end of the class, “Fairy Tale Heaven and Earth” reappears, showing its rich connotations, both end to end, and fun throughout, so that the whole teaching is integrated into a complete and harmonious situation. This kind of situational design makes the students feel the joy of learning, evokes the desire to learn and is willing to learn.
Creating a situation also helps people to integrate with the text. According to the characteristics of the students in the lower grades, they created the “frog mountaineering” situation when they guided the students to experience the hardships of frogs and squirrels climbing and feel their tenacity and perseverance. Teachers and students participated in the performance together, and the logo was worn. The teacher played the "squirrel" and played the "small frog". Under the leadership of the "squirrel", the "little frog" jumped to the top of the mountain level. In the performance activities, students' emotions are high and their thinking is active, as if they are in a fairy tale. They imagined themselves as a small frog who climbed the sea to see the sea. Through personal experience, they felt that the small frog climbed the mountain without fear of difficulty and perseverance. In lively activities, people and literature are combined, and emotions are sublimated.
2. Implement basic skills training to highlight the essence of the language
"To comprehensively improve students' language literacy" is one of the basic concepts of this language curriculum reform. Therefore, when I designed this lesson, I grasped the essence of Lianshan courseware and implemented the basic Chinese language training. In the teaching, the main focus is on reading, through repeated reading, to cultivate students' sense of language and to edify the students' emotions. In addition, the word training is naturally carried out in the teaching process. For example, when teaching "Godhawks guide the road", contact the goshawk eagle, "Hey, as long as you climb the mountain in front, you can see the sea", and carry out the sentence training as long as...just... Combine the context and life to understand the meaning of the words “level one level” and “unconsciously” in the text... In this way, under the guidance of teachers, students actively construct knowledge and integrate language, positive language and sentiment language into one, knowing, The cultivation of energy and emotion is carried out in the corresponding combination.
3, flexible teaching methods, pay attention to the schooling method;
A single teaching model can make learning boring and students fatigue. In order to avoid such phenomena and improve the quality of classroom teaching, a variety of teaching methods have been adopted in the teaching, such as sub-role reading, teacher reading, performance, etc., so that the classroom atmosphere remains active and the structure is relaxed. Among them, multimedia plays a significant role in optimizing the classroom. "Frog watching the sea" is a picture of the text, plus the second-year students' image thinking is stronger than the abstract thinking; therefore, the text illustrations and key language training are all displayed by multi-body. Especially in the teaching "Squirrel helps the frog climb to see the sea", the text recording was designed with animation. The multimedia sound, emotion, and painting demonstrations made the students' attention highly concentrated, which greatly stimulated their curiosity and stimulated the students' perception of multiple senses. On the basis of listening and reading, students have a perceptual knowledge of the text, and then read the text, it is not difficult to imagine the squirrel help the frog scene, experience the frog's mood change from disappointment to full of hope. The teaching uses graphic and graphic books, the subject, the mountains and the sea, and the three animal pictures constitute a beautiful and novel board, which is interlocked with the teaching ring, which maximizes the effectiveness of the board. According to the student's answer, the pictures of the eagle, frog, and squirrel are shown, and the subject status of the student is respected. The movement of the image, the image shows the content of the textbook, and plays the role of guiding and controlling the students, so that the students can pay attention to and direct thinking. With the explanation, the teacher, Liao Liao, outlined the "mountain" and "the sea", so that things that can only be said to be unspeakable can be seen at a glance. It vividly reproduces the original text, and also plays the role of stimulating emotions, entering the scene, and guiding reading.
The teaching also emphasizes the dialing of students' learning methods, such as reading instructions. "Learning to read the text correctly and fluently in Mandarin, and reading it in a gratitude" is an important goal of the first semester. Therefore, reading aloud training is also the focus of this lesson. In guiding the reading of the dialogue, to guide the students to read the Goshawk, they must read themselves as a goshawk. "Guiding the way" to read the tone of the way; and the goshawk has strong wings, flying up the mountain is easy, so it should be read easily. When the layers are dialed, the students slowly read the taste. Similarly, if you want to read squirrels and frogs, you should treat yourself as a squirrel and a frog and experience different moods in order to read the proper tone. When I was instructed to read "This is...", I told the students to read the feelings while reading.
4, use good teaching materials, beyond the textbooks, the classroom is extended
Reading teaching is the process of dialogue between students, teachers, and text. I believe that reading teaching is not a teacher's transfer of knowledge to students through teaching materials; but teachers use textbooks as a carrier to guide students to master the methods of language learning and promote the process of student development. Therefore, in teaching, I did not give my understanding of the teaching materials to the students, but inspired the students to read, to feel, and to find the shining point of the students' thinking. In understanding the "frogs squirrel climbing", the text only mentioned "tired in the grass for a while, thirsty to drink some spring water"; I guided the students to perform, read aloud, expand the students' thinking, and inspire the imagination: in addition to " Tired, thirsty, what difficulties can the frog encounter when climbing, and how is it overcome? In this way, the student's imagination is inserted into the wings: "Injured, bite the teeth and hold on;" "Falled, climbed up and continued to jump up"... After reading the text, I asked a question: "Read this fairy tale How do you feel? Do you want to say something?" At this time, the students eagerly spoke, some said: "I want to praise the frog", and some say: "Frogs are not afraid of difficulties", "Frogs are thinking about their goals." Perseverance... Some students’ responses are applauding: “It’s the goshawk and the squirrel that helped the frog, and their perseverance helped the frog.” “I want to learn that the frog is not satisfied with the lake and wants to see the sea. I I am not satisfied with learning a little knowledge, but I have to learn a lot of knowledge." Such an answer is richer and more appropriate than "there is no difficulty in the world, as long as Kenden climbs." Due to the importance of students' unique feelings and experiences, they have transcended the teaching materials and cultivated emotions.
Finally, with the help of “Fairy Tale World”, we recommend extracurricular reading materials to students. “There are many fairy tales that are both interesting and interesting, and we can use the extracurricular time to read it!” Gradually cultivate students' habit of reading outside the classroom, so that the classroom can be extended.