Reflections on the teaching of residential buildings

蟋蟀 蟋蟀 住宅 住宅 住宅 住宅 住宅 住宅 住宅 住宅 住宅

I used two classes today to finish the lesson with the children. From the choice of teaching strategies, we still adhere to the principle of "comprehensive combination of reading and discussion, reading-oriented", and put a lot of time on guiding students to read the text.
According to the level of the text, either in the natural segment or in the meaning segment, considering that the teaching time is not sufficient, there is no high standard in the reading requirements, but the emphasis is on reading accurately and reading neatly. After reading, let the children discuss the basic meaning of the paragraph. This is to train the child's ability to summarize the meaning of the paragraph, which is clearly required by the curriculum standards. After discussing the meaning of the paragraph, I usually ask a question for the students to express their opinions. If I read the second paragraph before the class, the question I asked was “What is the standard for choosing a place to live? What does the practice of cockroaches reflect compared with other animals?” The children quickly found “drainage excellent” "There are mild sunshine," "I don't want to go with the situation", "Cautious" and other keywords. After collectively exploring the meanings of the two words, the children have chosen the standard and the degree of choice of address. A deep understanding. Then read the text, the feeling is obviously different. When talking about the characteristics of the dwelling house, according to the text, I draw the cross-section of the dwelling house on the blackboard with the children, where the hole is located, the flat platform and the tunnel of nine inches deep and one finger wide. It was visualized. I feel that this works well. How to build a house is also a key point in reading the text. Unfortunately, due to the time relationship, this part of the content is somewhat cramped, and the mining of teaching materials is not enough. It only focuses on helping the children understand the forefoot, the footsteps, the two rows of sawing and other things, and the lack of The analysis and comparison between the weak and the small amount of construction projects has not been able to remind the author of the nuanced and patient observation, let alone to guide the students to learn the author's observation methods. And this is the middle of the teaching of this unit. Therefore, my total self-evaluation of these two classes is that the achievement of teaching objectives is low and the teaching results are not satisfactory.
Generally speaking, texts such as these are not difficult to understand. As long as you read them a few times, you can understand the content of the text. However, the teaching of Chinese classes can not only satisfy the children's understanding of the meaning of the text, but more importantly, they should guide them to use the examples provided by the textbooks to train the language and characters, improve the understanding and feeling ability of the text, and understand the author's expression method. And gradually learn to use it in their own work. As far as the teaching of this lesson is concerned, it should be said that only the primary goal of understanding the meaning of the text is completed, the training of language and writing is not enough, the lack of understanding of the ability to understand, and the expression of learning methods are hardly involved. Therefore, such language classes are inefficient and costly.
The reason for this is that it is not enough to interpret teaching materials and research methods. In the preparation stage, the textbook was not deeply interpreted. The understanding of the text was superficial. The keyword sentences were not well received. The peripheral materials related to the texts were not enough. The organization of teaching was not strict enough. The children’s interest in learning was not enough. Being fully mobilized, the form of reading the text is not diversified and lacks new ideas. The scope of participation in the class discussion is narrow, the speakers are relatively concentrated, and most of the children still belong to the “silent majority”. Secondly, the allocation of teaching time is not reasonable and random. In the first lesson, I arranged the reciting of the previous text, and spent about 10 minutes before and after. In addition, I occasionally stopped to maintain discipline during the lecture, reminding the children who are walking away to take a little time, and then there is Some nonsense in the classroom caused the precious teaching time to be wasted. If you think about it before class, you can save a lot of time for substantial learning.
Everything about this needs to start with the details. From tomorrow, I will be working on this.

"The House of the Beggar" is an illustrative scientific sketch. The author truly introduces its residential characteristics and construction process with the love of jealousy. He praises the hustle and bustle in the harsh environment and refuses to follow suit. the spirit of. When I was studying the lesson of "The House of Defamation", I encouraged the students to draw out the "Lobby", "Platform" and "Bedroom" that were described in the book, and also imagined the "storage room" and " The bathroom, etc., was also painted out, and the understanding of the text, the child’s innocence, and the child’s innocence were expressed in the ink. And show their creations in front of the class, let them introduce the intent and originality of the painting together with the text, so that the children can experience the joy of success.
When teaching, I first ask the students to find the words describing the characteristics of the house in the text. Then, the group discussion, summarizing the features found, using the most concise words, is written in the homework. It is easier for students to find and summarize the characteristics of the dwelling house through self-study research, but there is doubt as to whether the “sloping” is a residential characteristic student. The problem that students have here is what I thought of in the lesson, so I didn’t give the students an answer right away. Instead, I asked “What is the angle of the house tilt?” This question caused the students to argue, and some students said: “The house should be The more you go to the inside, some students said: "The house should be the lower the inward." In order to prove his point of view, the students are drawing and using the arm as a tunnel demonstration. Some students pointed at the picture: "If The higher the tunnel is, the higher the hole is, so the hole will be low. Then, when the rain is raining, the water will flood the hole, so the tunnel must be lower inward and the hole is the highest.” Another group of students used their own kettle to unscrew the cover as a tunnel. Put it in the basin prepared by the teacher and say, "There will be water outside the house after the shower, the water in the basin represents the water, and the kettle represents the tunnel. If the kettle is raised, the water in the basin is not The mouth of the pot will be left in the kettle and the whole hole will be flooded, and the water in the basin will not flow into the pot because the body is up, so our group must judge the tunnel to be more Higher. "With the debate about the results, then do not answer the teacher to the students themselves to understand the internal housing tilt is dry, so the inclination is not one of the characteristics.
After class, I feel that I am dealing with this aspect better. Because the basis of "cooperative" learning in the classroom is that students study independently, think independently, and then "cooperate" after having their own opinions. In the process of "cooperation", everyone must clarify their own independent reading and independent insights after independent thinking. Only when students dare to expose their own thinking process, students' unique insights can be expressed and innovative ability can be cultivated. In order to prove their point of view, the students once again tried hard to study, and the group worked together, and the drawing was again using the arm as a tunnel demonstration. In the process, each student’s speech provided the material for thinking and made himself from others. Get experience and get inspired. Allowing everyone to deepen their understanding, enhance their understanding, and gain a deep experience while expressing their opinions. In the "collision of thinking sparks", everyone has a clearer understanding of the issues that are being debated, gaining knowledge, understanding methods, and at the same time obtaining great emotional satisfaction.

The House of the Skull is the third text in the second group of the sixth volume of the National Sixth Year. It is an observation note written by the famous French entomologist Fabul in the 19th century. With the love of jealousy, the author uses the method of anthropomorphism to introduce the characteristics of the dwelling house and the process of building the dwelling. The author is very appreciative of the hard work and hard work of the embarrassment. Study this text, while letting students grasp the main content of the text, experience the thoughts and feelings expressed by the author, try to figure out the expression of the article, and pay attention to applying these methods to the practice of the work. Students should learn how the author carefully observes things, motivate students to observe the interests of the surrounding things, and understand how the authors express them in a language of interest. Therefore, in this class, I tried the teaching methods of “individual inquiry, dialing the guidance, reading the sentiment”, guiding the students to study the text, reading the sentiment, reading the accumulation, reading the use, listening, speaking, reading, In the writing, the unity of language instrumentality and humanity is implemented.
1. Independent inquiry to guide students to question.
As the students peruse the text, I guide the students to think while reading, and to write insights and insights next to the words they read. Mark out segments that you don't understand and ask questions. The group communicates and solves the problem, and the teacher summarizes the key questions. According to the group's exchanges, the teachers summed up the key issues of commonality. For example, why does Fabre not call the place where he lived is “the nest, the hole, the nest”, but call it “residential”? From what places can you see that "I don't want to go with the situation"? How is it sited? What are the characteristics of its residence? How is 挖 dig? Why is his house a "great project"?
I follow the author's ideas, take the students to appreciate the house well, and make further understanding and new discoveries about the house. In the process of continuous dialogue with the text, I naturally feel that this is a great project, and the sublimation of emotions is a matter of course. Instead of giving students a "great project" conclusion, students should be asked to demonstrate this conclusion. This greatly respects the subject of the students and truly enables the students to explore independently.
2, using a variety of methods to guide students to actively participate in the process of language learning. Reading is the most basic method of reading teaching. I pay great attention to this class. In addition, I also used a variety of reading methods.
For example, in the contact context reading, contrast reading, grab the keyword product "according to the situation". I don’t want to go with it. This is different from most insects. So what do you do? How do other insects do it? Who can contact the context and combine the experience of reading the text to say "easy to follow"? Repeatedly read, "Hey, they are different, they are not willing to follow suit." What can you realize?
In the reading of thoughts and combinations, the high-definition of the "semi-cover" of the Chinese products; the different meanings between the "nested", "residential" and "home" in the literary and literary migration and the different emotions behind the words. The teacher creates a situation, asks the students to “obey the imagination”, what will they sing? The children floated together, and a little sister who would live in the labor union was deeply imprinted on their hearts. The expression method in the extracurricular learning text writes the little animals that you like. This is all about finding ways to guide students to actively participate in language learning. It is precisely because students have the awareness of active participation that the classroom is harmonious and full of vitality.

The House of the Skull is an observation note written by Fabre, a famous French entomologist in the 19th century. With the love of jealousy, the author uses the method of anthropomorphism to introduce the characteristics of the dwelling house and the process of building the dwelling. The author is very appreciative of the hard work and hard work of the embarrassment. Studying this text, while letting students grasp the main content of the text, understanding the thoughts and feelings expressed by the author, and trying to figure out the expression method of the article, let the students learn how the author carefully observes things and stimulate students' interest in observing things around them.
This is an explanatory text. The author, with his love for 蟋蟀, truly introduces the choice of the residential address, the residential characteristics and the construction process, and praises the spirit of untiring and unwilling to follow suit. This lesson focuses on the selection of addresses and the characteristics of the residence. The two parts end the lesson without knowing it. I feel a lot of emotions.
1. The problem is to try to arouse the children's learning excitement, and to use the connection and difference between the “residential” of animals and humans to arouse the children's interest in learning. Talk about the name of the animal residence, let the students accumulate in the expansion, feel the author's feelings in the comparison.
2. At the beginning of the class, using the child's strong curiosity, the design is: Today the teacher brought a gift to everyone who knows this little guy? Tell me about your understanding of it. This move suddenly aroused the students' strong desire to explore, because it is not surprising that the children in rural areas know about each other, especially when the summer arrives. The students raised their hands and guessed the answers, creating a new class for learning. Positive psychological atmosphere; when explaining the word "storm", guide students to recall: the torrential rain that we experienced in life, just the night before the lecture, I had a heavy rain, and the students immediately thought about how it was. The scene, so Lenovo's encounter with such a rainy house will also dry up immediately, and then there is another reason for the terrain is to face the sun on the embankment, understand the word "dike", a classmate said My own understanding, I think it is very good, for all the students can understand that I specially prepared two pictures to indicate the students to watch, this is more intuitive. From this step by step, the students associate with Xiao Xiao’s cleverness, carefulness, and mind. The author thinks that the author discovered the hidden tunnel in the grass through careful observation.
3. Starting from “residential”, understanding the characteristics of the dwelling house, and learning the anthropomorphic sentence in a timely manner, this is actually a great bright color of the article. It lays the text not only as a scientific explanation but also as an excellent literary work. Status. And I obviously ignore the latter and ignore the latter, because the language is plain, but it covers the thick feelings of the author. When the students found the anthropomorphic sentence, I did not focus on guiding the reading, and lost a good opportunity for language training. If there is another teaching, I must strengthen my understanding of the feelings and reading instructions, so that students can learn and observe under the emotional infection, and subtly receive the education that loves nature.
4, but there are still problems in the teaching, diversified reading is not very well combined, in the text, I personally use the picture to demonstrate the appearance of the house, but unfortunately, did not let the students personally experience There are still some small regrets left, and more efforts are made to fully stimulate students' interest! Of course, any lesson is a piece of regret. It is different from ordinary art. It can be rehearsed over and over again. It lurks more randomness and variability. It requires an expert-like vision and a vision. There is a resilience to play in the "field". And I can't handle this easily. In short, there are still some small tensions. I hope to train on more platforms and improve my business.
5. Thanks to the education group for organizing such activities. During the event, we exercised and grew up. Thanks to the principals and directors for their hard work and hard work, accompanied by serious evaluation; thank all the friends and students who gave me help, thank you very much! The success of a person depends on everyone's wisdom and their own modest attitude.

After teaching "The House of the House", I was deeply touched. The House of the Skull is an observation note written by Fabre, a famous French entomologist in the 19th century. With the love of jealousy, the author uses the method of anthropomorphism to introduce the characteristics of the dwelling house and the process of building the dwelling. The author is very appreciative of the spirit of hard work and unwillingness to follow suit. Study this text, while letting students grasp the main content of the text, experience the thoughts and feelings expressed by the author, try to figure out the expression of the article, and pay attention to applying these methods to the practice of the work. Students should learn how the author carefully observes things, motivate students to observe the interests of the surrounding things, and understand how the authors express them in a language of interest.
1. The topics in the text are relatively novel, and the quotation is used to cause suspense and stimulate reading interest. Using the connections and differences between the “residential” of animals and humans, the children’s interest in learning is aroused. Talk about the name of the animal residence, let the students accumulate in the expansion, feel the author's feelings in the comparison.
2. Starting from “residential”, understanding the characteristics of the dwelling house, and learning the personification sentence in a timely manner, this is also a great highlight of this article. This article is not only a scientific explanation but also an excellent literary work. The language in the middle is plain, and its article actually covers the thick feelings of the author. I asked the students to find out the personifications and focus on the reading, and trained the students' sense of language. Students are taught and observed under emotional infections, and are subtly influenced by the author's love of insects and love of nature.
3. Learn the language through key words and phrases. Many words and sentences in the text are written with unique characteristics. For example: "Hey, they are different, they don't want to go with them." In this sentence, I ask the students to read them over and use the contextual comparison method to deepen their understanding. In combination with the "temporary" and "hidden" in the experience section, "there is no effort, no hesitation," and so on. "I don't want to follow the experience and express the rich connotation. Another example: "When the surroundings are very quiet, you will Play the piano on this platform. "When guiding this sentence, I questioned the students: The author said that the house that the excavation excavated was a "residential", and that it was a "great project". Do you think it is a bit exaggerated? And thus lead the students to study seriously. It is a miracle to feel the ingenuity and build such a house from the external and internal characteristics of the dwelling house, so it is no exaggeration to say that it is a great project.
Finally, I extended the class to extra-curricular, let the children become the developers of the dwelling houses, and then gave some suggestions for building a good home. And after the class, collect some popular essays to read. I feel that in this way, students can use the lesson of "The House of Deaf" as a starting point and touch on some popular science articles. In this way, they can both increase extracurricular knowledge and exercise reading skills. Thereby achieving the connection between language and life, the integration of language and practice.