Little photographer teaching reflection

Little photographer teaching reflection Fan Wenyi:

The article "Little Photographer" is selected from the sixth book of the Sixth Edition of the People's Education Society. The text mainly tells the moving story between Gorky and a little boy, which reveals Gorky's love for the little boy. The full text consists of 15 natural sections, with dialogue as the main theme. For children who have just graduated to the third grade, the length of the article is longer, and it is difficult to grasp the key points and understand the connotation of the article.
Therefore, I mainly designed two aspects in the preparation of the lesson:
The first is to attribute the understanding of the content of the article and the emotional experience to two blanks: Gorky is a person. The little boy is a person. The reason why we use these two general questions to guide the full text has several purposes. First of all, for the article with more paragraphs and longer articles, give students a suitable entry point so that students can go through the whole text while studying. Grasping; secondly, taking into account the individual differences of students, different feelings and experiences, as long as they can be based on the text, so that students can play the autonomy of individual learning; in addition, these two fill in the blanks are also Gorky and small The emotional basis of the boy, while completing the fill-in, the students also experienced the emotion between the two.
The second is the change of the text, the cause and cause. This teaching is based on the characteristics of the students and the characteristics of the textbook itself. From the "photographer" of the subject and the last "photographer" in the text, the students are thinking and questioning: Why does Gorky not want to see the photographer of the magazine, but to see the photographer? This core issue provides a way for students to study, question, and dispel doubts.
In implementing the two design methods, I insisted on reading and speaking, reading and thinking, hoping to read through the students themselves, trigger self-realization and experience emotions. At the same time, within 5 minutes of limited time, I can't cover everything. Therefore, in the training of reading aloud, I consciously chose the first and tenth paragraphs of the text as the key points and guided them, so as to achieve breakthroughs and understand emotions.
There are still many shortcomings in the actual teaching of this lesson. I hope that leaders and teachers will criticize and correct.

Little photographer teaching reflection on Fan Wen 2:

The difficulty in teaching the lesson of the third grade Chinese language "Little Photographer" is to ask students to grasp the character psychology from the dialogue. In teaching, through various forms of comprehension experience, such as emotional reading, vivid painting, and personal performance, students can learn the physical activities of the characters and feel a very famous and well-known writer of Gorky. Caring for love, but also for the "small photographer" lost himself is not easy to fight
Continued writing stories is a comprehensive expression of imagination and expression. Rethinking the teaching of this lesson, I seized the opportunity in the teaching, creating context for the students, inspiring the students' imagination, and making them have the desire to speak and write.
The little photographer ran out with regrets, even though Gorky repeatedly shouted: "Child, I have film here!" At this time, did the "Little Photographer" hear Gorky's shouts? Is he back? Did he take pictures of Gorky... This series of questions has become a mystery in the hearts of students, and they have grasped their curiosity about this. I "hotly hit the iron" and laid a road of imagination and creation for the children's thoughts. Ask a question: Why didn't the little photographer come back? Did he take pictures of Gorky later? What do you think might be like, let's talk about your thoughts. The student thought that there was no ending in the text, and there was no way to find the result. When the teacher asked himself to continue, the curiosity was inserted into the wings of imagination. After thinking a little, some said: "The little boy only cares about the sadness and did not hear Gorky shouting. He." Another said: "He heard the shout, but he was embarrassed to go back." The children used their own thoughts to figure out the mentality of the little photographer. Then, someone said: "The little boy cried and ran home, took the film and went back. When he went back, it was already 11 o'clock in the night." I asked: "At that time, Gorky did not sleep?" He said: "No, he has been waiting for the little boy." A boy asked: "Does the guard let him in?" Someone said: "He can also throw paper balls!" Some said: "He can call Mr. Gorky under the window. 'Gorky found him, let the guard lead him up. He made Gorky sit down and finished shooting according to the last design." I agree with the thoughts of several classmates and said: "There is such a possibility. What you said is very good!" Students, you said a word, I said my opinion.
Although the children's thoughts are simple and immature, they fully demonstrate the fruits of their innovative thinking. They also show the positive and optimistic attitudes of life and the life experiences of contemporary children and children. It can be seen that in the daily teaching, our educators, while thoroughly understanding the spirit of implementing the new curriculum, try to inspire students' creative enthusiasm, give play to the unlimited creative potential of children, give them more encouragement, and give less encouragement to them. They severely reprimanded and allowed the "seedlings" of creation to thrive in the care of motherly love.

Little photographer teaching reflection on Fan Wensan:

The book "Little Photographer" tells the story of a young pioneer who took pictures of the Soviet writer Gorky, who did not take the film. This story embodies the concern of the writer Gorky for the young pioneers.
The main feature of this article is the display of the rich inner world of the characters through dialogue and detailed description. When designing the teaching of this lesson, according to the characteristics of the text, I will guide the students to understand the psychological activities of the characters through dialogue and detailed description as the difficulty of teaching. Therefore, in the teaching process, I focus on guiding students to understand the difficulties of teaching through the understanding of the inner activities of the characters in the dialogue and detailed description. Because Gorky is a great figure far from the child's life, Gorky is a stranger to the children. The children don't understand Gorky. So, before class, I asked the children to collect information about Gorky in different ways. In order to deepen the understanding of Gorky, exchange with classmates in class. Secondly, based on the students' initial perception of the content of the text, I helped the students to sort out the order of the article: the paper group flew into the window, the boy asked Gorky to allow him to take pictures of him - Gorky poses, the boy is ready to take pictures of him - forget With the film, the boy cried and left - Gorky waited for the boy to take pictures again. In order to arouse students' active discussion, after the students understand the narrative order, through the cooperation between teachers and students, students and students, use the teacher to ask questions and guide students to question themselves, etc., guide the children to explore and solve the problem, and deepen the understanding of the text content in the process. . Thirdly, in the teaching process, I also guide the children to combine specific sentences and paragraphs, to cooperate through dialogues and detailed descriptions, to explore and learn, to understand the psychological activities and thoughts and feelings of the characters, so as to be edified and infected in the study.

Little photographer teaching reflection on Fan Wensi:

The "Little Photographer" class reflects the noble sentiments and moral qualities of the characters through the dialogue, language, movements and expressions of the characters. When I was studying the text, I asked the students to find out the sentences of the small photographer's movements, language, and expressions, and then read them. What did you experience? The students said that from the words and sentences such as "squatting", "playing", "running out" and "crying", the young photographer was polite and responsible for the photography work responsible for running the wall newspaper. He understood and understood others and himself. The general idea is very self-blaming and so on. The words of Gorky's language action are: "Come on, let me let you in.", "Child, come back! I will give you film, I have a lot of film here." "Is it a little boy?" From these sentences, I realized Gorky. I am very concerned about the growth of the next generation. I don’t want the reporters of the magazine to interview, indicating that he does not admire the fame and not fame and fortune. Not to promote themselves, but to let the next generation of children learn some spirit from him.
Since the expressions of the characters through the characters' movements can reflect the noble qualities of the characters. So let's write a note: Did the little photographer come back to Gorky for the next day? Please write down.
Look at what Li Nanchi wrote:
The next day, Gorky got out of bed early. He came to the office and still remembered the little boy who came yesterday. For this reason, he did not sleep well last night. He stood at the window and looked at the road outside the window. He sighed and said, "Hey! What a lovely child! How can I come back today!" Gorky didn't leave the office all day, waiting for the boy. Reappeared. In the evening, Gorky was preparing to go home from work, and suddenly heard the secretary’s report: The little boy came. Gorky was overjoyed and quickly called the boy in. I saw the little boy panting and rushing in. He bowed deeply and said, "I am sorry that Comrade Gorky, I wasted your precious time yesterday. Please forgive me! I didn't want to bother you today, but our school. My classmates really like to read the articles you wrote, and I really hope to see your photos on the school wall newspaper, so I had to come after school." Gorky picked up the little boy and said with excitement: "You have finally come, know how much I miss you? You are a good boy who is responsible for the work! Come on, give me a photo, take a few more shots." The little boy took the photo very well and was preparing to go. Gorky called the secretary and asked the secretary to take a photo with Gorky and the little boy.
Liu Yuqiu's:
The next day, Gorky got up early and went to the office and said to himself: "What a lovely little boy! Unfortunately, he may never come again. Hey!" Suddenly, Gorky looked in front of him. Bright, in the place where the little boy sat down on the ground yesterday, there was a student ID that the little boy fell. Gorky was overjoyed and quickly told the secretary to follow the school address to find the little boy. Sure enough, the little boy was looking for it. The little boy bowed his head very embarrassedly and said: "I was really sorry yesterday, wasting your precious time. I am bothering you to pick someone up today. Thank you very much. Do you know that the students of the school heard about me? I failed to take pictures of you, I was very disappointed, sorry. I complained that I was doing something sloppy! I didn’t sleep well for one night!” “Oh, I know you will be like this.” Gorky touched the boy’s side. The head said: "Today, I will let you take a few photos, send you some books, and take them back to show them." "Great! Great!" The little boy was happy to pick it up.
The difficulty of this lesson is to ask for the psychology of the characters from the dialogue. Let the students realize the psychological activities of the characters in real life, and then they will use this writing in the continuation.
Continued writing stories is a comprehensive expression of imagination, expressiveness, and writing ability. In this lesson, I should say that it is a better creation situation, which stimulates the students' imagination and expressiveness. They have created a desire to write and write better.

Little photographer teaching reflection on Fan Wenwu:

The teaching work of the third grade began this semester. It was really uncomfortable for me to fall from the middle of the country to the third grade. I could not find a good method and I was in a semi-chaotic state. I didn’t know what was the focus at the beginning, and I was naive to think that the third-grade elementary school students would be like the third-year students in the middle school. They knew that they had prepared for it and knew that they could solve the words they didn’t know in the text! So that I didn't seriously tell the students new words in the first lesson of the school, but let them finish their homework under the class, and the assignments I made made me stunned! The wrong mess! This time I have ruined my innocent thoughts!
From the second lesson, I started teaching the new words and it was very serious! Until the sixth lesson "Little Photographer", although there is no problem with the wording, but after the end of this class, I found that there are many problems in my teaching! Originally planned, students should be allowed to read the texts and understand the characteristics of the psychological activities of the characters in the text. When I got to the class, I left all these things behind me. I didn’t think about it, but I had to let the students read the characters. I might think of it, but I was worried. I don't know what I am worried about? Perhaps it is afraid that students can't read the tone and feelings, so simply don't challenge this content. This is a special failure. I didn’t rise up to the difficulties, but I fell back when I saw difficulties...
In fact, the storyline of this lesson is very simple. During the lesson preparation, I also have plans to let the students interpret the story of the lesson in the form of a textbook after learning the lesson. However, I am afraid of the textbooks that we have arranged before.
The most important thing is that the students who have been listening to work in Zhengzhou said that their school is now using the "Du Langkou" mode. I don’t know which ribs are wrong when I use class guides. I want to try it. Ming knows that the self-study ability of the students is very poor, that is, the teacher leads the school, that is also a half-knowledge, the teacher is tired, the students are tired. However, I still played out my guidebook in the printing room of the school, a total of 9 copies, one for each student. My classmates sent me a template for them before. I felt too difficult. Our students couldn't understand it, so I modified it and changed it to a school that I thought was easier. Who knows that the thing that caused me headaches really happened. The students simply couldn’t understand what was in the tutorial case, what "self-learning", "expanding extension", "knowledge link", etc., which I designed about Gorky's introduction, the students are also looking dizzy, completely ignorant of what is said. I don't know who Gorky is and what he does. Even after I explained it, it was still a mystery...
This class, really made me mess up, I thought I could finish the lesson with the tutorial, but I didn't achieve satisfactory results. Failed! !