Aesop's Fables Teaching Reflection

Aesop's Fables Teaching Reflection Fan Wenyi:

Today's language class is "Shepherd Boy and Wolf" and "Hey and Fox" in Aesop's Fables.
After finishing the class, I feel that the first half of the class today is very smooth, that is, the teaching of the fable story of "Shepherd Boy and Wolf" is very smooth. The second story is a bit inferior. Mainly because there is a slight disagreement between the teacher's teaching intention and the student's acceptance. Reflectively, I think the main problem lies in instructional design.
The teaching of the first story is carried out in the order in which the text is presented. After a period of reading, the key places guide students' perceptions and experiences, and guide them to read aloud. The understanding of the meaning is naturally understood as the story ends. The benefits of this kind of teaching are guided by the text, and it’s a matter of course! Students understand and accept better! Moreover, the whole process of feeling the text is based on the author's narrative, and the students read it with great interest. The students are interested in learning and feel a lot of rewards!
In the teaching of the second story, I used the method of going straight to the theme. First of all, the words that express the meaning of the words are revealed. "A wise person can always learn from the disasters of others." Let the students read the full text to find out. What kind of disasters did the "蝉" in the text learn from the disaster? Students can easily find the answer! The understanding of the meaning is basically over. However, in the feedback session, I clearly feel that the students' understanding of the meaning is not in place. Reflecting on it, I feel that such instructional design is more about finding answers, lacking the process of grade language, and having no complete process of understanding the article, so it seems boring. Moreover, these answers can be quickly learned by students on the first reading, and there is not much value for inquiry. At the same time, due to the disruption of the narrative sequence of the text, the students' cause and effect on the development of the matter are not particularly clear. From this point of view, the teaching design of this lesson does not work in a straightforward way.
I think: In the future, the article that is described in the order of development of things will be more conducive to the smooth development of teaching, which will help students understand the text more comprehensively and understand the language!
The lecture is to arouse the learner's intellectual recognition, emotional resonance, or for the fancy of the teaching process, the process is different? It is worth thinking about.
No matter what, the process is always the most beautiful. Sometimes it’s not just teaching that goes straight to the subject, but also a step-by-step life for some goals. When looking for a bright place in life, we often overlook the most beautiful scenery. Beautiful, just in front of us, just in the corner of our slightly side.

Aesop's Fables Teaching Reflection Model Two:

The three short stories of Aesop's Fables are deeply attracted to students, and people can't help but follow the storyline. At the end of the story, a refined discourse reveals the profound connotation of the fable, causing the students to think and to recollect. In order to make the effectiveness of the textbook better, I made such an attempt in teaching:
1. Give full play to your imagination. The short story of the fable, there are often some space for students to imagine. For example, in the lesson of "Fox and Grapes", the fox will try his best to eat grapes, so I will let the students contact the context to achieve the ideal image. Students' interest came and exchanged: Some students said: It helped to run for a while, then jumped up, but failed. Some students said: It took a stick to knock the grapes, but the grape rack is too high, still can't. Some students said: It used to throw pebbles to the grapes, but its aiming level is really bad, and one has not collapsed. Another student said: It went to climb the grape rack. The stick that can support the grape rack was too thin and too soft. Its ability to climb the tree was not enough. After several efforts, it failed. The imagination of the students made me happy, and then I let the students realize the mood of the fox at this time, and the students raised their hands to speak. With the full understanding of the previous preparations, the meaning of the story students naturally said it.
2. Use the show properly. In the language story "Shepherd Boy and Wolf", she wrote two yellings for the shepherd boy. I asked the students to think about the difference between the two yells in the process of learning through the experience of the language. After some experience, let the students start performing. Finally, in the excellent performance, the students figured out the psychology of the shepherd boy. The body language conveyed the negative understanding of the shepherd boy and the deep understanding of the meaning.
3. Pay attention to the story comparison. "The fox and the fox" has similarities with the story we have learned, "The Fox and the Crow," but the fox that has always been regarded as a sly has failed to fulfill its wish in this story. Grasping this different ending, I triggered the students to think about it: Why did the crows be fooled and not? This old school brings new students to the topic, and they are consciously exploring the cleverness of the story while sacrificing the story, that is, the profound meaning of the story that tells us.

Aesop's Fables Teaching Reflection Model Three:

I am benefiting from this year’s Xinxiang City Youth Teacher Basic Skills Competition.
I made serious preparations before the lectures, and strived to come up with a good class to show my own advantages. In the competition, the players went to the Eight Immortals to cross the sea, and each showed their own strength. After the fierce competition, the director of the competition evaluation team, Song Director, and Director of the High School Liu Director of the Fourth Middle Yang also made a wonderful and profound comment on his hard work. All of this has given me tremendous progress, and I have seen many of my own shortcomings. Here are some simple conclusions about your own reflections in this competition.
First of all, talk about the relative success, so that I can continue to improve in the future work.
1. This lesson will focus on the only main line of “cultivating creative thinking” when formulating teaching objectives. All teaching activities should be carried out around this main line. This ensures the effect of the entire teaching activity.
2. The level of teaching should be clear, and the layers should be natural and coherent, so that students can naturally change their thinking and improve when they are learning.
3, the emphasis on the text in the teaching, the analysis of the text should be in place. On this basis, it is necessary to jump out of the text and lead the students to a higher level in order to achieve the purpose of capacity development.
4. I paid attention to the basic principles of shallowness and deepening in design. In the most important stage of creative thinking training, I started with the easy everyday everyday fables, then the somewhat difficult college fables, and finally returned to the textbook fables. Training, so that students gradually improve their ability level.
5, pay attention to the use of learning, is to combine the real needs of teaching, in this lesson I designed the creative thinking in the 2006 college entrance examination essay questions, not only let students get training, but also make students notice the current study and future college entrance examination contact.
The above is the place for this comparison.
Let me talk about the shortcomings below. This is the biggest gain of my activity.
1. The current teaching analysis of the text is still very important, and I am still very inadequate in this regard.
When I talked about the harvest, I said that the textbook should jump out of the textbook, but the premise of jumping out is the full and profound analysis of the text, and the analysis of the text in my class has a problem of dealing with urgency and excavation. The text was not well explored.
2, the classroom design failed to improve one step at the end.
As Director Yang proposed, he did not contact the text at the end of the class. Qian Zhongshu and Rousseau’s profound questions about “Why should children read fables” lead students to think about them and use them to learn new ones. The method, put forward your own opinions, so as to return to the text, and use new knowledge to solve the thick parts of the text, to take it to the next level.
3. There is still a place in the transformation of teaching links that is not concise, coherent and connected. It shows that the classroom is not mature enough. This requires both further efforts and more guidance from famous teachers.
Finally, I would like to express my deep respect and gratitude to the higher authorities and leaders who hosted this large-scale competition. It is precisely because of this opportunity that teachers like me can get exercise and improve, and make their own deeper and more authentic Chinese teaching. I understand that I hope that there will be more opportunities in the future, which will prompt us to make faster progress for these young teachers. Do our part for the better development of our language education.
4. Other training materials such as a famous teaching case can be used in teaching: What is iced? The student replied that the water is of course right, but the answer is that spring is more commendable. Xue Tanxue: The original intention is that learning is endless; the new reading is that learning is for use, and learning for a lifetime without leaving to learn to use it, then what is the use of such learning? .

Aesop's Fables Teaching Reflection Model Four:

Fables are through a small story, using metaphors, anthropomorphisms, etc. to illustrate a certain truth or lesson, giving people a revelation. The fable is like a unique bridge through which you can understand the inner meaning of life from the complicated and colorful life phenomenon. The purpose of our teaching is to taste the fable language and feel the concise beauty, connotation beauty and language beauty of the fable under the premise of understanding the fable story.
The three fables of this lesson are superficial and easy to understand. I have adopted the short-term text long-term teaching and the shallow text-long reading method to guide students to learn to "bite and chew" to produce connotation and taste.
1. Experience the beauty of language.
For example, after comparing “hanging” and “hanging”, repeatedly scrutinizing, savoring and carefully screening, I feel that only the word “hang” is the most appropriate expression of the heavy mature grapes adorned with vines. The primary school students realized the beauty of the language and words through the words and phrases.
Secondly, through the taste of language and words, the characteristics of Aesop's fables are summarized. Further requirements, according to its characteristics, use the language to freely rewrite, continue to write, write fables. Then it is only honest and solid to achieve "reading-oriented". Therefore, students must be fully read, in the overall perception of reading, have some insights in reading, cultivate language sense in reading, and gain insights in reading.
Improve the expressive power of students by reading the language. This is more sensible and can be more Chinese. In the classroom evaluation language, I pay more attention to listening and timely evaluation, paying more attention to grasping the details and evaluating from different angles. The quality of the evaluation has been significantly improved, reducing the more casual evaluation on weekdays.
2. Give full play to your imagination. The short story of the fable, there are often some space for students to imagine.
For example, in the lesson of "Fox and Grape", the fox will try his best to eat grapes, so I will let the students contact the context to achieve the ideal image. The students are interested and come to communicate:
Some students said: It helped to run for a while and then jumped up, but it failed.
Some students said: It took a stick to knock the grapes, but the grape rack is too high, still can't.
Some students said: It used to throw pebbles to the grapes, but its aiming level is really bad, and one has not collapsed.
Another student said: It went to climb the grape rack. The stick that can support the grape rack was too thin and too soft. Its ability to climb the tree was not enough. After several efforts, it failed.
The imagination of the students made me happy, and then I let the students realize the mood of the fox at this time, and the students raised their hands to speak. With the full understanding of the previous preparations, the students of the story naturally said it.
3. Pay attention to the story comparison.
"The fox and the fox" has similarities with the story we have learned, "The Fox and the Crow," but the fox that has always been regarded as a sly has failed to fulfill its wish in this story. Grasping this different ending, I triggered the students to think about it: Why did the crows be fooled and not? This old school brings new students to the topic, and they are consciously exploring the cleverness of the story while sacrificing the story, that is, the profound meaning of the story that tells us.
4. Adapt the story and deeply digest it.
After learning the fable of "Shepherd Boy and Wolf", I arranged an assignment to let students find a little story about "lie" in life, write a short essay that makes them reflect, and pay attention to the simplicity of the language of learning fables. Beauty, connotation and statement beauty. "Reading" and "writing" are closely related. It is another important responsibility of Chinese teachers to write in middle school and apply the written writing skills to writing in time to train students' writing ability.

Aesop's Fables Teaching Reflection Fan Wenwu:

First, boldly adjust the classroom structure, and closely integrate the class with the extracurricular.
"Aesop's Fables" is composed of three fables: "Fox and Grape", "Shepherd Boy and Wolf", "Skull and Fox". Because these three fables are short in length and popular in language, I put the first two fables in the first Teaching in one lesson. The second teaching time is mainly to complete the teaching of "Skull and Fox". When teaching, I introduced extracurricular fables into the classroom. I used the learned "Fox and Raven" and "Skull and Fox" to compare and read, to find out why the crow was deceived, but he was not deceived. Thus understanding the meaning of "smart people are good at learning from the lessons of others." Then, the camera expansion, added a few Aesop's fables, and truly "read the text short, read the book thick."
Second, attach importance to mining the connotation of the text, combine the supplemental speech with the rehearsal text, and cultivate creative thinking.
"Imagine is a wonderful work of thinking." Experienced teachers should be good at digging into the connotation of texts, looking for training points that can carry out imaginative training, and doing white-speaking training in the context of texts. If the teacher accurately grasps the training points of the whitening training, it can not only break through the teaching difficulties, understand the core value of the text, but also cultivate students' creative thinking.
For example, in the first teaching time, the teaching focus of "Fox and Grape" is focused on the imaginary training of "imagining what foxes think of ways to get enough grapes", while comprehending the meaning while conducting language training. The teaching of "Shepherd Boy and Wolf" focuses on "the wolf is really coming, the shepherd boy is calling for help, the villagers think, how to do it". Imagine training, so that you can understand the people who are lie, even if they tell the truth. No one will believe in this implication, and finally ask students to put the imaginary content into the text and make a creative retelling.