Reflection on the Teaching of "Sun Yat-sen's Breaking Habits"

Part 1: Reflection on the Teaching of Sun Yat-sen's Breaking Habits

This article is mainly about the dialogue between Sun Yat-sen and his mother, the feelings are really moving. According to this feature, when I teach this part of the content, I focus on guiding students to experience the damage that the bandage brings to the sister, so that the students can imagine the pain that the sister suffered at that time, so that the sister's lively personality is changed. Let the students understand how harmful the feudal habits are from the changes in their sisters. In addition, the experience of the mother is also a victim of shackles and even more feudal abuses. The previous generation, I do not know how many generations are victims of feudal abuse, but they are as helpless as the mothers, but they are helpless, but Sun Yat-sen is feudal. I hate and resist, and I understand Sun Yat-sen’s anti-feudal revolutionary spirit from the contrast.
During the review, the students were asked to talk about the contents of the first natural paragraph of the text. What kind of girls Sun Yat-Sen’s sister used to be, the students felt that his sister was both lively and capable. I have a turn: "But the good scenery is not long. Please read the 7th paragraph of the text silently to see what happened to your sister. Find the relevant sentence, you can draw with the stroke." The students quietly read silently The text was quickly found: in the next few months, Sun Yat-sen never saw her sister's smiling face again, and never heard her sister's voice again.
The students’ faces are full of doubts. I am hot and iron: “What kind of thing has changed my sister? Please read the second to sixth paragraphs of the text freely, and you will find the answer!” They are very serious in finding the answer in the text, and they agree that it is "foot-binding" that has changed the sister. Guide the students to find out this passage: "One day, Sun Yat-sen came back from the outside, ... tears went straight down." After the students read, I asked: "Do you know how your sister feels when she is bound?" "Why does the sister cry in pain?" What?” Guide the students to grasp the “long, one after another” to experience the sister’s experience and explain to the students.
In order to let the students feel the damage caused by the foot-binding to the sister more realistically, I showed them a picture of a group of entangled feet and asked the students to express their feelings.
"'Little feet, a tear, a tank'! Face this situation, how is Sun Yat-sen's reaction?" I used this sentence to lead the dialogue between Sun Yat-sen and my mother, and asked the students: "From Sun Yat-sen's words, you understand. What?” Through the exchange, the students have realized that Sun Yat-sen’s “is angry and distressed”. However, do they understand their mother's practices? Therefore, I said in a strange tone: "Weird! It’s the same family, the younger brother is such a distressed sister, and the mother has to insist on giving her sister a foot-binding. Isn’t the mother not feeling bad?” Many students sighed. I also know that I can be jokes by others. The words are also very distressing to my mother, but I feel helpless. I am sad to say: "'Give your wife to marry a little wife', this is a custom that has been circulating in the Chinese nation for thousands of years. For this reason, mothers would rather let their children suffer this sin and let them bind. Sun Yat-sen’s mother is also like this. She also knows that the foot-binding is very painful. She has suffered this kind of pain herself. Her daughter is full of feet, and her mother is very distressed. However, in order to let her child find a good wife in the future, she has no way at all. This is really Nothing to do! Let us experience the mother's feelings again!" My camera instructed them to read the dialogue between the mother and the child, and the students read very much.
I said, "In this way, my mother still wraps my sister. If you are Sun Yat-sen, look at your mother with tears and use a long strip of cloth to bite your sister one after another, listening to the sister tearing. What do you think about the crying of your heart?” From the students’ expressions, they have been deeply shocked by a story. I said, "The foot-binding, taking away the bright smile of my sister, also took away the sound of my sister's sweet voice. It is this thing that deeply hurts the young heart of Sun Yat-sen, and this thing is deeply stabbed. It hurts the hearts of all of us. Let us pick up the book, read the natural section of the two to seven, and feel the pain that my sister’s change brought to Sun Yat-sen!"

Part 2: Reflections on the Teaching of Sun Yat-sen's Breaking Habits

Re-examination of teaching objectives - based on textbooks
Although from the textual point of view, the teaching objectives of the above three teaching designs are the same, they all require students to know that the entanglement of this building has caused serious harm to the physical and mental health of Chinese women; to understand Sun Yat-sen’s hatred of feudal abuse and dare to The spirit of fighting against feudal forces. However, from the perspective of the arrangement of the teaching process and the achievement of the goals in the class, the three designs have very different understandings and grasps of the teaching objectives.
On the surface, the above two teaching objectives are isolated, juxtaposed, and the same as the weight. In essence, the two are closely related, and there are first and second, and there are times. Only by guiding students to fully experience the serious harm of the haunting and habits, so that the students' minds are strongly shocked, can they feel the heart of the young Sun Yat-sen - the pain of the heart-wrenching, the hatred of the bones, and the strong abolition of it. The desire will enable the students to be influenced by Sun Yat-sen's independent thinking, dare to resist feudal habits, and resolutely resist the spirit of feudal forces. From this we can see that the goal is to achieve the goal, the goal is to go ahead, it is the key. Obviously, the third designer, because he has carefully studied the text, has a deeper understanding of the author's and editor's intentions, and has truly defined the teaching objectives and their relationships, so that the text and the teaching path are organically unified. I have a goal in my heart.
On the other hand, the other two designs, light texts and heavy teachings, even according to the teachings to write teaching plans, engage in teaching and moving. There is no independent thinking in the middle, and there is no process of “chemicalization”. Although the teaching requirements and teaching steps were written in their own teaching plans, the effect was naturally unsatisfactory because the swallowing dates were not digested.
Therefore, everyone must realize that the textbook is the most important and basic curriculum resource. It embodies the requirements of the curriculum objectives and ability development. Before preparing for the lesson, it is necessary to read the textbooks and read the text repeatedly. Through dialogues with the characters, authors and editors in the text, Feeling, experiencing, and moving, forming an active construction of the meaning of the text. With this foundation, the specific teaching can be based on the textbook, and the teacher can achieve the present in class.
Re-recognition of teaching objects - student-oriented
The student's age psychological characteristics, knowledge and life experience background are the real starting point for students. The age psychological characteristics of students are the basic starting point for students to learn. The improvement of living standards and the improvement of informatization level have not changed the age psychological characteristics of primary school students, and middle-aged students still focus on image thinking. Instructional design can only be effective if it matches the age characteristics of the students.
Due to the progress of society, that is, Sun Yat-sen's credit, the habit of entanglement has long since disappeared. For our young and middle-aged teachers, if you don't work hard, you will not be impressed with the foot-binding in your mind, but just feel unreasonable. It is a long-term wrapping with a cloth that does not allow the feet to grow up, and eventually forms small feet. For the third-grade students of eight or nine years old, they have not seen it, have not heard it, and have no experience. It can be said to be a blank piece of paper.
To make students who do not have any perceptual knowledge of the foot-binding, just use the phrase "Mom is using a long strip of cloth and tie the feet to the sister one after another" to feel the image of the foot-binding, and then to feel the poison of the foot-binding. Far from shocking the hearts of students.
The third type of design obviously studied the students before the class, paid attention to the students' life world, grasped the students' existing knowledge and experience, and played the foot-binding animation through design, introduced the link of the foot-binding, and filled in the blank points of the teaching materials. The boundaries between the book world and the world of student life. Not only did the students understand the knowledge, but more importantly, they touched the students' emotions. The students’ feelings of disgust and hatred of the foot-binding, resonating with the young Sun Yat-sen, and feeling the power of his sincere heart, saved the foreshadowing. .
In addition, the feelings of middle-aged students are very simple, their hearts are kind and upright, and when the people they like are hurt, the reaction is strong and does not hesitate. So when the teacher asks: If you are not Sun Yat-Sen’s sister, but your sister, your favorite sister, what do you feel in your heart, some students say sad, some say distressed, some say angry, some Saying that she hates her mother, this role experience brings the child closer to Sun Yat-sen and receives a good teaching effect. This is also the result of the teacher's research on students. The first two kinds of design or attention to the text, did not consider people; or students as a container of knowledge, instilled; or overestimated the students, so that students can not "practice" and "enter the country", teaching dull Tasteless. Therefore, teachers should study students, enter children's minds, understand children, and be people-oriented.
Re-selection of teaching strategies - based on sentiment
The "New Curriculum Standards" pointed out: "Chinese teaching should focus on the accumulation, perception and use of language, pay attention to the training of basic skills, and lay a solid foundation for students." At the same time, it is pointed out that reading teaching "should allow students to actively think and In emotional activities, deepen understanding and experience, and have a sense of understanding and thinking. This shows that the new curriculum regards "sense" as an important way for students to learn Chinese. The main goal of this class is to guide students to understand the dangers of footbinding and the inner world of young Sun Yat-sen. Then how to guide students in the reading teaching "waking up because of moving", "Is it touched and comprehensible"? The third design presents a richer strategy than the other two designs with indoctrination and question-and-answer.
1. Sentiment in reading aloud
The constructivist learning theory holds that the meaning of the text is not objectively preceded by the text, but read by the reader, or generated during reading. The ancients cloud: reading a hundred times, its righteousness. The poisoning of women in the habit of stalking is manifested through the different manifestations of the sister's foot-binding. The mother's helplessness to the foot-binding, the hatred and resistance of the young Sun Yat-sen to the foot-binding is contained in their dialogue. How do all these things make primary school students feel? The preferred strategy of the teacher is to guide the students to read the taste. Cheng Yun's reading is a process of coordination of various senses such as eyes, mouth, ears and brain. Students will inadvertently experience and express their thoughts and feelings in reading aloud, and naturally “read out the heart and the feelings” To achieve the realm of "People in love". At the same time, reading aloud is a student's individualized behavior, arranging students to fully read, can stimulate students' own emotions, and integrate students' feelings, characters in the text and author's feelings to promote students' in-depth understanding of the content of the article.
2, compare feelings
There are comparisons before they are discovered. Only in the comparison of different words, different sentences and different sequences, students can discover the beauty of the language in the text, evaluate the meaning and emotion of the language, and thus have a sense of language and context.
A comparison of the different performances of the sister before and after the footbinding.
Comparison of the 7th natural paragraph and the filler: In the next few months, Sun Yat-sen never saw it again. What he saw was; Sun Yat-sen never heard it again. What he heard was.
Sun Yat-sen and her mother compare the different manifestations of foot-binding.
Comparison of Sun Yat-sen and Mom's own different descriptions:
△Mom put Sun Yat-sen on the door...
Mom with tears pushed Sun Yat-sen out of the door...
△ This thing stung his heart.
This incident deeply hurt his young heart.
This kind of comparison allows students to acquire knowledge while also gaining the stimulation of potential, the understanding of methods, the enlightenment of thinking, the generation of intelligence, and the edification of emotions.
3, imagine the feelings
Chinese teaching is a kind of visual education. It requires us to use the language as a picture, the language to melody, and the language to image. The scene when Sun Yat-Sen’s sister was bound to the feet, the students naturally did not see it, and there were only two short sentences in the book, and this content is very important for the pain of the students’ feelings of being wrapped up. In order to achieve this goal, the teacher evokes the imagination of the students through his own reading of emotions. Because the students have the appearance of the ugly image of the foot-binding, the short two sentences are endowed with rich connotations, which are branded with students. Traces of multiple sentiments. This played an important role in deepening the understanding of the text and approaching Sun Yat-sen's mind.
It can be seen from this that "there is a teaching method, and there is no law to teach". This method, that method, only meets the characteristics of Chinese teaching, and the method that conforms to the law of students' learning is the most effective. - There is a law in the chest.

Part Three: I Write My Heart——Reflections on the Teaching of Sun Yat-sen's Breaking Habits

This time I have a small acceptance, I am honored to have a class, the subject is "Sun Yat-sen's Breaking Habits". This is a historical story. The text narrates Sun Yat-sen's vivid witness to the pain of his sister's forced foot-binding and the mother's love and helplessness. Therefore, after the success of the Revolution of 1911, he first abolished the problem of entanglement. Sun Yat-sen, sister, and mother characters in the story have distinct personalities and different roles and positions. When guiding students to realize the teaching of character personality in the text, I asked the students to read the text silently, find out the sentences describing the three characters in the text, and then let the students communicate and communicate with the characters in the text, so that the students can enter the text and read the text. . In the whole text teaching, I used the following methods:
1. Reading aloud: This article is mainly about Sun Yat-sen's dialogue with his mother's characters, and the feelings are really moving. In teaching, I spent a lot of time reading aloud training, and then read to express the feelings of the experience. At the same time, the students' reading was timely and reasonable, and the students were encouraged to work towards higher reading goals. By reading aloud students can walk into the inner world of the characters, they can understand the sadness and helplessness of the mother, and also understand Sun Yat-sen's heartache and anger.
2, speaking practice: In the teaching of this lesson, I designed a link to imagine the white, think about what the mother will do, will say what to write, how is Sun Yat-sen? This speaking exercise stimulates the students' rich imagination, so that students can use the language they have learned to express their feelings. This exercise achieved my intended purpose.
Because I was fully prepared before class, I was confident in this class. With the help of multimedia courseware, this class was tightly closed and it ended very smoothly. I think that the class is not bad. After class, I took the initiative to communicate with the leaders. When the leader puts forward: "How do you have a book in this class? If you have a blackboard, the students' feelings will be deeper." I suddenly looked back and found that a big blackboard was a ridiculous field. Without a word, I stopped. . I thought I used the courseware, and the board book is not important. Moreover, I think that letting students look at the projections for a while, watching the blackboard for a while, and reading the book for a while will distract the students. It seems that my thoughts are extreme. "There is a word that awakens the dreamer." The words of the leader made me understand that in today's technologically advanced, the blackboard is still very important. The process of teacher's blackboard is a process of showing beauty, which is the process of letting students discover beauty and appreciate beauty. Such an educational process is now being deprived by modern high-tech means. Isn't it a waste of resources? Although computers can display normative fonts, they cannot reflect human emotions, attitudes, and values. In any case, it can't replace us. The teacher's exquisite blackboard. This class has no design of the blackboard, which has become a big regret for me. However, I have realized that our class still needs a teacher's exquisite blackboard book, which is needed now and in the future!

Part 4: Reflections on the Teaching of Sun Yat-sen's Breaking Habits

On the afternoon of November 2nd, I coached the last text in the third-grade Chinese textbook in the town of China, "Sun Yat-sen's Breakthrough." I should have written the mistakes and losses of this lesson in the first place, but I have been dragged into the present because of the chores of family affairs.
"Sun Yat-sen's Breaking Habits" is a historical story. The text tells the pain of Sun Yat-sen, the pioneer of the Chinese revolution, who was forced to be bound by the Chinese revolutionary pioneer. Therefore, after the Revolution of 1911, he first abolished the problem of entanglement. The full text consists of 8 natural sections. The first natural section, Sun Yat-sen, liked his active and capable sister when he was a child. The second to seventh natural paragraphs are the key sections of the full text. The mother of Sun Yat-sen was influenced by the feudal customs, forcibly bound to Sun Yat-sen’s sister, and his sister lost joy, which deeply hurt the young heart of Sun Yat-sen. . After writing the Revolution of 1911 in the eighth natural section, Sun Yat-sen, who served as the interim president, first abolished the shackles of Chinese women who had been maiming for thousands of years. The article uses contrasting techniques to write the lively and capable of Sun Yat-Sen's sister before the foot-binding, the pain in the body and mind after the foot-binding and the foot-binding. The words of the Chinese revolutionary pioneer Sun Yat-sen have always had independent thinking, no blind obedience, and dare to resist feudal abuse. Independent personality, a revolutionary spirit that resolutely fights feudal forces.
This article is mainly about the dialogue between Sun Yat-sen and his mother, the feelings are really moving. According to this feature, when I teach this part of the content, I focus on guiding students to experience the damage that the bandage brings to the sister, so that the students can imagine the pain that the sister suffered at that time, so that the sister's lively personality is changed. Let the students understand how harmful the feudal habits are from the changes in their sisters. In addition, the experience of the mother is also a victim of shackles and even more feudal abuses. The previous generation, I do not know how many generations are victims of feudal abuse, but they are as helpless as the mothers, but they are helpless, but Sun Yat-sen is feudal. I hate and resist, and I understand Sun Yat-sen’s anti-feudal revolutionary spirit from the contrast. The approximate process is as follows:
During the review, the students were asked to talk about the contents of the first natural paragraph of the text. What kind of girls Sun Yat-Sen’s sister used to be, the students felt that his sister was both lively and capable. I am also excited to ask the students: "There are such sisters accompanied by the day and night, are we not happy?" The students all shouted: "Happy," but I turned my head: "But the good scenery is not long. Please classmates to read the text. In the seventh paragraph, see what happened to your sister. Find the relevant sentence, you can draw with the stroke.” The students quietly read the text and quickly found it: in the next few months, Sun Yat-sen never looked again. To the smile of my sister, I never heard the song of my sister.
The students’ faces are full of doubts. I am hot and iron: “What kind of thing has changed my sister? Please read the second to sixth paragraphs of the text freely, and you will find the answer!” They are very serious in finding the answer in the text, and they agree that it is "foot-binding" that has changed the sister. I showed this on the big screen: "One day, Sun Yat-sen came back from the outside and saw that her mother was using a long strip of cloth, and bound her sister one after another. My sister was in pain, and her tears went straight down." After the students read, I asked: "Do you know how your sister feels when I am full of feet?" "Why does the sister cry in pain?" Guide the students to grasp the "long, one after another" to experience the sister's acceptance, The students explained: "Students, the blue line draws the foot pattern of our normal people. When you are entangled, you must first break the five straight fingers, hide them under your feet, and use a long strip of cloth. I tied them together one after another, and I couldn’t take them down for a long time until I finally grew into such a shape.” After that, I went to a girl’s desk: “If you are a sister, your toes are tossed like this. Is it painful?" The child said sadly: "Pain!" "Ten fingers and heart"! Can you express this pain with your voice? "She read very well, and the other girls read it no less."
In order to let the students feel the damage caused by the foot-binding to the sister more realistically, I showed them a picture of a group of entangled feet and asked the students to express their feelings. The students only said "These feet are small." "These feet are too small for our palms!" These feelings. I added: "We call these little feet "three-inch golden lotus", which is equivalent to about ten centimeters. Is it much smaller than the feet of the students? In the feudal society, girls will be bound to the feet when they are around four or five years old. Let their feet not grow up, some of them have an awl walking under the soles of the feet, some are broken glass or broken bowls, and some even catch some insects on the soles of the feet, so that their feet rot, not long meat Classmates, what do you feel when you hear this?” The students contacted their previous injuries, such as a finger being cut by a knife, accidentally being needled, and a hand or foot accidentally being scratched by a glass. Further understanding of the damage caused by the foot-binding to the ancient woman.
"'Little feet, a tear, a tank'! Face this situation, how is Sun Yat-sen's reaction?" I used this sentence to lead the dialogue between Sun Yat-sen and my mother, and asked the students: "From Sun Yat-sen's words, you understand. What?” Through the exchange, the students have realized that Sun Yat-sen’s “is angry and distressed”. However, do they understand their mother's practices? Therefore, I said in a strange tone: "Weird! It’s the same family, the younger brother is such a distressed sister, and the mother has to insist on giving her sister a foot-binding. Isn’t the mother not feeling bad?” Many students sighed. I also know, can, will be laughed at by others, and the words have come to my mother is also very distressed, but there is no help. I am sad to say: "'Give your wife to marry a little wife', this is a custom that has been circulating in the Chinese nation for thousands of years. For this reason, mothers would rather let their children suffer this sin and let them bind. Sun Yat-sen’s mother is also like this. She also knows that the foot-binding is very painful. She has suffered this kind of pain herself. Her daughter is full of feet, and her mother is very distressed. However, in order to let her child find a good wife in the future, she has no way at all. This is really Nothing to do! Let us experience the mother's feelings again!" My camera instructed them to read the dialogue between the mother and the child, and the students read very much.
A sad music sounded, and I said, "In this way, my mother still wrapped up her sister. If you are Sun Yat-sen, look at your mother with tears and a long strip of cloth, one after another to my sister. Feeling bound, listening to my sister's heartbreaking cry, what would I think?" From the students' expressions, they have been deeply impressed by a story, a girl burst into tears. I said, "The foot-binding, taking away the bright smile of my sister, also took away the sound of my sister's sweet voice. It is this thing that deeply hurts the young heart of Sun Yat-sen, and this thing is deeply stabbed. It hurts the hearts of all of us. Let us pick up the book, read the natural section of the two to seven, and feel the pain that my sister's change brought to Sun Yat-sen!" At this moment, how can students read it? ?
This is a reading of the natural paragraphs of the texts 2-7. In teaching, I spent a lot of time reading aloud training, and then read to express the feelings of the experience. At the same time, the students' reading was timely and reasonable, and the students were encouraged to work towards higher reading goals. Through reading aloud, the students walked into the inner world of the characters, experienced the sadness and helplessness of the mother, and also learned the heartache and anger of Sun Yat-sen.
After the students read the natural paragraphs of the second to the seventh, I directly presented the contents of the 8th paragraph: "Later, Sun Yat-sen led the Revolution of 1911 and became the interim president. He first abolished this Chinese woman who has been maiming for thousands of years. Entangling the habits." And carried out the following teaching:
1. Classmates, the young Sun Yat-sen saw her sister being bound, and her heart was full of hatred for this bad habit, and she secretly set aside the determination to abolish bad habits. When he grew up, he ruled out all the difficulties and finally broke this bad habit. Let us admire and read the paragraph together!
2. Is this bad habit that only hurts Sun Yat-Sen’s sister?
3. “Breaking the feudal habits of Chinese women for thousands of years”, you are finally abolished! This is really a happy thing. Thousands of Chinese women have been ecstatic to hear this exciting message. Female classmates read!
4. If there is no Sun Yat-sen, the female classmates present here may have been entangled; if there is no Sun Yat-sen, your grandmother, mother, including Teacher Shi may have been bound. Thank you Sun Yat-sen!
5, this is
Now, how do you want to read this topic?
6. Classmates, he is Sun Yat-sen. He thinks independently, does not blindly follow, and dares to resist feudal habits. This valuable spirit will surely stay in our hearts! At this moment, in the face of the statue of Granddaughter Sun Yat-sen, what do you most want to say to Grandpa Sun?
7. Classmates, Granddaughter Sun Yat-sen broke the feudal monks who had been in the Chinese nation for thousands of years. However, in our society today, there are so many bad habits around us waiting for us to use our own practical actions to get rid of it. Now, can you be determined in the face of Grandpa Sun Yat-sen?
8, homework
Classmates, Sun Yat-sen’s story of breaking the habits brought us a shock of the soul. After class, we can tell this story to more people, and let more people join the ranks of breaking through the habits. Can everyone say that?
The above is a brief review of the teaching of the second lesson of Sun Yat-sen's Breakthrough. It should be said that the teaching of the whole class takes the main line of emotion, because only students can understand the situation. Although the teaching effect of this lesson is not very bad, it also leaves a lot of unsatisfactory places. The most regrettable thing is to consider the time allocation in the classroom. Some of the links that should be allowed for students to start talking, such as "In this way, my mother still wraps my sister. If you are Sun Yat-sen, look at your mother with tears. Long strips, one after another to the sisters footbinding, listening to my sister's heartbreaking cry, what would I think?" This link is really just a form of "link" I hurried away After the game, the students' desire to speak has not been fully mobilized, and to a certain extent, it has also affected the teaching of the following links.
After a class, there are gains and losses. Please pay more valuable advice from the teachers who attended the class!

Part V: Reflections on the Teaching of Sun Yat-sen's Breaking Habits

"Sun Yat-sen's Breaking Habits" is a historical story. The text narrates Sun Yat-sen's vivid witness to the pain of his sister's forced foot-binding and the mother's love and helplessness. Therefore, after the success of the Revolution of 1911, he first abolished the habit of suffocating. thing.
In the teaching design, I realized that the foot-binding is a unique product of the feudal society. It is far away from the life of the students nowadays, and students naturally have no way to get a personal experience. How do you lead the students to get close to the feet and feel the things of the age of binding? I grabbed two clues: First, backtracking time and space, using the method of focusing the picture, pushing the focus to the scene at the same time as pushing the lens in photography, letting those distant and vague scenes in the students’ reading and imagination It has become clearer. Second, grasp the emotional clues of Sun Yat-sen, my sister, and my mother. Through the description of the characters, we can analyze the distinct personality of different people and feel the true feelings of the distant age.
With such a teaching concept, in order to let students further feel the influence of feudal habits on family life at that time, highlight the "squatting" of the habits, and let the students feel shocked, I integrated the text section to design the basic teaching process:
First, before and after comparison, bad habits, hurt the soul.
My sister is the main character in the text. The feelings of brothers and sisters and the victim's victimization are the main reasons why Sun Yat-sen caused the bad habits. Only when students are familiar with their sisters and know their sisters can they truly feel the happiness of their sisters, and the painful heart of their sisters is an effective reading. When teaching, I first let the students familiarize with my sister and understand that the sister before the foot-binding is a lively and capable sister. In order to strengthen the contrast before and after, I grabbed the words "laundry, cooking, transplanting, picking fire, playing together, singing" in the text to encourage students to develop pictures.
When the students started the imaginary wings and fully felt the sister's lively ability and the family atmosphere before the entanglement, what kind of girl did the sister become? Let students learn through reading and communication, and deepen their understanding of the inner feelings of the text.
Second, focus on the three main characters in the foot-binding, and realize the distinct personality of the characters.
The three characters Sun Yat-sen, sister, and mother in the story have distinct personalities and different roles and positions. I learned about my sister earlier, and in the foot-binding scene described in Sections 2-7, I approached my mother and Sun Yat-sen through several focused sessions.
The role of the mother who is bound to the sister is also very important. The author's description of the mother is very good, shaping a weak and helpless image of Chinese feudal women. The childhood Sun Yat-sen and the students did not understand why the mother had to bind her sister, and what kind of mother is it? Therefore, in teaching, I focus on my mother, try to guide my child to get acquainted with my mother and walk into my mother's inner world. Guide the students to find the keyword language through self-reading, and understand from the mother's demeanor, language, and movements why the mother should bind her sister.
Sun Yat-sen is the main character of this text. Approaching Sun Yat-sen and getting familiar with Sun Yat-sen is the focus of this lesson. By focusing on Sun Yat-sen and focusing on dialogue, we have a tangible and comprehensive understanding of him. Especially in the focus and dialogue session, Sun Yat-sen’s words to his mother have distinct language features. They use the rhetorical question and the sentence pattern of “since...just...” to show a firm tone, and to guide students and affirmative sentences while studying. Compare and read aloud to experience Sun Yat-sen's tone and inner world.
In teaching, it basically achieved the expected effect. The downside is that the emotional preparation is not very solid. The emotional interaction between teachers and students, the emotional interaction between students and texts is not deep enough, and the reading in some places is not enough. I will learn from my experience and make persistent efforts.