Reflection on the nostalgic teaching of autumn

Reflection on the nostalgic teaching of autumn:

"The Missing of Autumn" is a reminiscence prose written by the famous writer Shi Tiesheng after his mother's death. The article tells about the courage of losing life after the legs are broken. It is the mother who is seriously ill with a thoughtful, deep and selfless love, so that she understands the meaning of life and rekindles the confidence of life. Before this class, I watched the video of this class from Teacher Dou Guimei from the Internet. I was infected by the language class of Teacher Dou. In her class, the children were educated by love and used their own. The feelings are read aloud, the children are talking to the text. I listened carefully and remembered seriously. I want my class to have this effect. So, after finishing the teaching plan, I took this class. I took this class with my own feelings. . Rethinking the process of coaching, I think the successes are as follows:
First, understand the background, approach the author, and experience the heart.
Before class, I arranged students to learn about Shi Tiesheng's relevant materials from books and the Internet. At the beginning of the class, I asked the students to exchange the relevant information of Shi Tiesheng. When the student learned that the author was only 21 years old, I immediately asked the students to speculate: What would happen when a person's tricks were spent in a wheelchair? It is not surprising that the children immediately realized that the author was dead. In the words, the children show their regret and sympathy for the author. Thus, the emotional maturity of the mother love is buried below.
Second, walk into the text and feel the mother's love.
The article "The Missing of Autumn" is mainly to portray the image through careful description of the mother's movements, language, and demeanor. Therefore, when teaching this article, I started from these subtleties and guided the students to experience the feelings of the mother behind the “bashing”, “grabbing” and “forbearance” movements, and let the students feel the deep love of the mother to the author. Grasp the words of "begging", "happy", "happy" and "sensitive", so that students can read and analyze the reasons for the mother's mood change, and thus feel that maternal love is cautious, maternal love is understanding, maternal love is a kind of worry, maternal love is a kind Persistence, maternal love is a kind of power... So the students finally understand that the original maternal love is the greatness of the ordinary. In class, I learned that Dou teacher asked the children to send their feelings into and read again. Through many readings, the children also merged into the text, and the feelings naturally revealed.
Third, get out of the text and learn to be grateful.
The emotional goal of this article is to let students experience the selflessness and greatness of their mothers, thus stimulating their gratitude. At the end of the lesson, I arranged such a talking session to let the students express their gratitude to the mother with the title "Mom, I want to tell you." In the words and phrases of the students, the emotional goals of the text have been deepened.
I know that my own teaching level is not high enough. The ability to control the classroom is far from being as good as a famous teacher, but I am working hard. Maybe I will never be a famous teacher, but I will not relax my request. There are still many shortcomings in this lesson. In the future teaching, I will think more carefully and teach with my heart.

Reflections on Autumn's Nostalgia Teaching II:

Pre-set a question before the class, "What kind of field did my mother get sick?" The timing of today’s mention is not well mastered, early. It should be raised after the students have finished saying "Where can you see the mother's good intentions?" The students only talked about the first three paragraphs, and did not mention the mother’s dying. From the mother’s last sentence, “My sick son and the underage daughter,” the mother’s good intentions and mothers can be seen. To the dead are two children! I should guide the students to talk about this first and then the mother's illness.
In the last paragraph, the students understood deeply. I asked the students to read first and see what they could think of. The students said that the author understood that the mother had not finished. Question: "Why do I understand my mother now? How do I understand it?" I guided the students to read the previous sentence and get the effect. Some students said: "The chrysanthemum is so vibrant, the mother wants me to see the chrysanthemum can also ignite the hope of life." The students said: "The yellow flowers are elegant, the white flowers are high, and the purple flowers are warm. The deep, can be so gorgeous, the mother also wants to let her son know that we are diverse and can live their own wonderful." Too good, I did not expect to tell the truth. I asked again: "What is the meaning of the last ellipsis in the text? What are the meanings that are not expressed and replaced with ellipsis? Write what you think of in the ellipsis." The student fell into meditation and realized that the author had thought of his mother’s words. It is full of tears, groaning, and mixed feelings. There are thoughts and feelings about the mother. I realized that I can read the feelings when I read it again. After understanding the topic of the article, it will be completed.
Finally, I pushed the article to a climax and ended up reading poetry. The downside is that the students did not read the tone.

Reflections on the nostalgia of autumn:

In the text, the mother herself was seriously ill and concealed her condition. She took care of her son's son in a meticulous manner, warmed her son's desperate heart with deep love, and helped her son renew his life with a deep squat. I am also a mother. I can understand how painful my mother is when she faces this cruel fact. Regardless of the twists and turns of fate, or bravely face life. The author of the article is detailed in detail, often just a few small words, but it touches the most fragile string in our deep emotions.
In teaching, I arranged this way:
1. Let students get infected during reading
This text is not long, but full of affection. I asked the students to have a more detailed understanding of Shi Tiesheng and his mother's experience before class. It is very quiet when students are reading in class. I let them read emotionally, indicating that they understand the suffering of others. After the emotional preparation, I continued to be emotionally infected. I read this text slowly and with deep emotions. At this time, the students listened very carefully. In the classroom atmosphere I created, I started to communicate with the students and read the places I moved the most.
2. Let the students feel in the middle of speaking
When you start reading the text, let the students read the sentences or paragraphs that are most interesting to them in the text, and ask the group to talk about the reasons they like. Report: Some students said that they liked the first natural paragraph most, because "I" because of sorrow, temper became violent, lost confidence in all the good things, licking things, but the mother endured all this, she not only did not blame "I" still waited for "I" to resume when I said that I would take "I" to see the flowers in the North Sea. Some students said that I like the second nature paragraph most, because the mother once again wants to bring "I" to the North Sea to see flowers, almost asking for "I", the reason why my mother begged "I" is to let " I am happy! Some students said that I like the last natural paragraph most, because my mother left us, but I understand my mother's words, know how to cherish life and my sister's difficulties in facing life, and live bravely. Some students also said that they liked the five or six natural paragraphs in the text because they said "I didn't think she was sick like this." Explain that my mother is sick, and because of excessive labor, the disease is very serious, but still do not tell the children, is this not for our children? And her last sentence before her death is also a reflection of what her mother should do when she is dying of her life. She never considers herself. This is maternal love, selfless and great love. At this time, let the students speak their minds as long as their feelings are true.
3. Let the students get rid of in their thoughts
In the last paragraph, the students understand very deeply. I asked the students to read first and see what they could think of. The students said that the author understood that the mother had not finished. Question: "Why do I understand my mother now? How do I understand it?" I guided the students to read the previous sentence and get the effect. Some students said: "The chrysanthemum is so vibrant, the mother wants me to see the chrysanthemum can also ignite the hope of life." The students said: "The yellow flowers are elegant, the white flowers are high, and the purple flowers are warm. The deep, can be so gorgeous, the mother also wants to let her son know that we are diverse and can live their own wonderful." Too good, I did not expect to tell the truth. I asked again: "What is the meaning of the last ellipsis in the text? What are the meanings that are not expressed and replaced with ellipsis? Write what you think of in the ellipsis." The student is immersed in thoughts, and there are thoughts and feelings about the mother. .
Of course, there are still some deficiencies in the teaching, such as the feeling of maternal love, when the students find relevant statements but can not generalize, the teacher's guidance is not enough, not good at capturing the language of the students to pursue, in the future teaching design and teaching process The teachers should also be good at adapting to the situation and follow the temptation to achieve better results.

Reflections on Autumn's Nostalgia Teaching IV:

"Autumn's Nostalgia" is a reading lesson that tells the story of a seriously ill mother, a son who cares for his legs, and encourages his son to live well, and praises the great and unselfish motherly love. In teaching, in addition to cultivating students' ability to read texts independently, I also pay attention to the training and emotional training that students say. Let students read the texts well, understand the meanings expressed in the key sentences in the text, and then have the most impressive impression in the text. The sentences are different. In class, I gave the big stage of the class to the students, giving them the opportunity to confide their hearts and let them speak freely. Here are some of the following ways I designed during the "Autumn of the Fall" lesson:
First, draw a picture: the sentence or paragraph that touches the text in the text allows the students to sketch out, and let the students grasp the author's description of the mother's demeanor and movements, "sneak out, secretly pay attention to me, and quietly come in, red eyes Looking at me red, I realized my mother's meticulousness and thoughtfulness; I grasped the author's description of the mother's language. "The two girls lived well, lived well..." Experienced the mother's deep love for her son.
Second, let's talk about it: the most touching sentence or paragraph in the text allows the students to express their opinions and talk about the reasons they like. For example, the article "The Missing of Autumn" has many touching points. I ask students to say what they like best. At this time, some students said that they liked the first natural paragraph most. Some students said that I liked the second natural paragraph most. Some students said that they liked the five or six natural paragraphs in the text. Other students said that I like the last one most. Natural section and so on. Then I put the students' favorite passages to let the students speak their own words according to their own understanding, and tell which sentences and which words touched them, as long as they feel the truth is true.
At the same time, some students will have different views on the above students, and they can let students talk about their own opinions. Say it, infect other students who are not aware. For example, in the last natural section of "Autumn's Missing", one classmate said that when my mother left me to go to the North Sea to see chrysanthemums, I think the author wrote the chrysanthemum's elegant, clean, warm and deep, just like Her mother's pure and noble, unselfish and touching motherly love for her children is also the author's reflection on life. After listening to the unique insights of this student, I was shocked, but the students felt it from the reading. This may be the feelings entrusted by Shi Tiesheng's "The Missing of Autumn"!
Third, the discussion:
Let the students discuss through the little things the mother did for her son: What kind of person is the mother in the text? Students will get a variety of answers based on their own understanding, in order to cultivate students' ability to grasp the text as a whole and the ability to express language. On the basis of understanding the text, the mother is the kind of love that the mother's love is, and let the students express it freely. This process makes the mother and the mother's true feelings to the son, and the great and selfless motherly love reappears in the hearts of the students. Finally, the teacher said: "It is a late autumn or Ching Ming Festival. If you are the author 'I', what would you say to the 'mother' before the grave of the 'mother'?" The students gave speeches, and the truth revealed and sublimated. The subject of the article.
In this class, I personally think that there are satisfactions and deficiencies:
First, satisfaction
1. Fully respect the students' reading subject status, mobilize the students to freely interpret the text, and present the excitement of the subject of “I want to read” in the classroom, which is gratifying.
2. The whole class is really immersed in the text, and has carried out a text reading, and read out the thoughts and emotions of the characters contained in the text, and has had a deeper dialogue with the text and the author.
3. Some of the students' interpretations exceeded my expectations and generated more points.
4, the focus of this lesson is: read the "blank, silent, hidden things behind the text." Learn how to interpret "text perusal". Feeling and experiencing the selflessness, broadness, tolerance and subtleness of maternal love. The last two content are presented in full in this class.
Second, the shortcomings:
1. From the perspective of the integrity of the lesson, the analysis of the theme of "the nostalgia of autumn" is slightly insufficient at the end. Of course, it is still possible to leave the analysis of the next lesson.
2, the dialogue between students and students is not enough, although there is also a positive confrontation between students, but limited time, teachers did not let students fully play. Otherwise, the generation points will be more, maybe more exciting.
3. The problem of what the teacher should do when the student's generation affects the time, rhythm and content of the teacher's teaching preset. There are also a few students in this class that are quite interesting to generate, but I don’t think enough time to stop the students’ play. Although I feel that there are reasons, I still feel sorry.
The above reflections on the teaching of this lesson, what is wrong, please be grateful to all colleagues for correcting! Thank you!

Reflections on the Nostalgic Teaching of Autumn:

The teacher should give the big stage of the class to the students, so that they have the opportunity to confide their hearts and let them speak freely.
Free to say.
For the sentence or paragraph that I am most interested in, let the students express their opinions and talk about the reasons they like. For example, the article "The Missing of Autumn" has many touching points. I let the students say what they like best. Students I said that I like the first natural paragraph most, because "I" is irritated, my temper becomes violent, I lose confidence in everything good, and I lick something, but my mother has endured all this. She not only does not blame "I" waits. When I recovered, I said that I would take "I" to go to the North Sea to see flowers. Some students said that I like the second nature paragraph most, because I wrote that my mother once again took "I" to see the flowers in the North Sea, almost in the I begged "I", the reason why my mother begged "I" is to make "I" happy! Some students said that I like the last natural paragraph most, because my mother left us, but I understand the words, I know how to cherish life and my sister's difficulties in facing life, and live bravely. Some students say that they like the five or six natural paragraphs in the text, because here I said, "I didn't expect her to be sick like this." I am sick, and because of excessive labor, the disease is very serious, this is not all for us. Female? And her last sentence before her death, it also shows that her mother is still thinking about her children when she is in danger. She never considers herself. This is maternal love. Let the students speak freely, as long as their feelings are Let's say it all!
Added.
For those who feel that there is more in-depth content that needs to be revealed, it can also be added, for example, in the teaching of "The Missing of Autumn", a classmate stood up and added that he also liked the last natural section because The author wrote that later the sister pushed "I" to the North Sea to see the chrysanthemums open, the author wrote chrysanthemums that can open in the cold wind, it shows that chrysanthemum can overcome the harsh environment, still open, and it must be like chrysanthemum, Fighting with difficulties in life, bravely living. Another example: in the teaching of "The Father and Son in the Earthquake", one classmate said that the last natural paragraph of the article praised his father for constantly searching for his son in distress and finally took his son. Pulling back from the line of death, fatherly love is great. Another student added that I think the son is also commendable. The son first let his father rescue the classmates in the disaster. This spirit is also remarkable. The teacher combined what they said. To put it, this is a pair of "great fathers and sons".
Said the same.
Students who have different views on their classmates can talk about their own opinions. Say it out and infect other students who have not discovered it. For example, the last natural paragraph of "The Missing of Autumn", one classmate said that after the mother left, My sister pushed me to the North Sea to see the chrysanthemums and saw that "the yellow flowers are elegant, the white ones are high, the purple flowers are warm and deep, sprinkling, and the autumn wind is blooming." I think the author wrote the chrysanthemums elegant, high and warm. Deep, this is just like her mother's pure and noble, unselfish and touching motherly love for her children. I was shocked to hear the unique insights of this student. I did not mention this in many of the teaching books I read. One point. The students have felt it from the reading. This may be the feelings placed in Shi Tiesheng's "The Missing of Autumn"!
The choice is to let the students who have not spoken, do a selective re-speaking of the statement that you agree or appreciate in the process of learning the text, aiming at assisting the poor students. The differences between the students exist and the students who are not deeply reading Often, I can find my favorite sentence, paragraph. But I can't tell why I like it. I don't resonate with the author's emotions. When he or she hears what the classmates say, it is beneficial to use words to express even retelling. The multiple runs, the difference will be reduced.
Let everyone say that everyone has experience, everyone has something to gain. Change the classroom teaching in the past to teach, mainly with learning, change students passive learning as active learning, to move with static, to promote Poor, the whole class learns the initiative of the language, and the enthusiasm is higher. The key points in the article are difficult to digest in the process of the students' unfettered speaking. More importantly, the language expression ability is improved during the communication between students and students. Why not?

Reflections on Autumn's Nostalgia Teaching Six:

"Autumn's Missing" is a reading text that tells the story of a seriously ill mother, a child who cares for the legs and cares for the son, encourages the son to live well, and praises the great and unselfish motherly love.
In teaching, in addition to cultivating students' ability to read texts independently, I also pay attention to the training and emotional training that students say. First, let students read the texts in a variety of ways, and understand the meanings expressed in the key sentences in the text. Then in the text The most impressive sentences are different. When you say it, you should focus on the emotions of "I" and "Mother": "I" because of temper, temper becomes violent, swearing things, losing confidence in life, "Mother "Not only does not blame "I", but instead waits for "I" to calm down and calm down "I", and also said to bring "I" to the North Sea to see chrysanthemums. After comparison, students understand the selflessness and greatness of maternal love, and also reflect the deep sorrow, love and nostalgia of "I" for "mother".
The student said the feeling: "When I am angry, the mother is secretly hiding from the tears, making me think that I usually treat my mother like that. From now on, I must love my loved ones. Can't wait. When I lost them, I went to remorse. "When 'I' promised 'Mother' to go to the park to see the chrysanthemums, she suddenly fainted and went to the hospital. From then on, I didn't say goodbye to 'I'. In the last sentence, it reflects the greatness and selflessness of maternal love. At the same time, it also expresses 'I's awkward and nostalgic feelings for 'Mother'.” Rendering the atmosphere and creating a scene. Speaking students are trained in speaking and also emotionally educating students. I said: "It is a late autumn or Ching Ming Festival. If you are the author 'I', what would you say to the 'mother' before the grave of the 'mother'?" The students gave speeches and revealed their true feelings. The last one to raise a hand is a boy who rarely speaks. We all know that his father died last year. At this point, the whole class turned their eyes to him. I also cast a gentle and encouraging look on him. He stood up and silenced for about 5 seconds before saying: "Mom! I came to see you, my sister pushed. I am coming. It is a late autumn, I brought your favorite chrysanthemum, I finally understand why you are determined to push me to see the chrysanthemum in the North Sea, but late, have not gone out, you are dizzy to be sent Hospital, I didn't expect your illness to have become like this. Who knows that this is actually screening. I can't even hear you in your dying words. Mom, but I know what you want to say to me. You want to tell me. To be as strong as a chrysanthemum, to live with my sister..." When he said this, he couldn't make a sound. "I also want to say to my dead father: Dad, rest assured! My mother and I will be strong and alive........" The students heard that it was already bursting into tears. I was also deeply moved.
This article is deeply emotional, and it is deeply touched by the love of the "mother" and "I". It will be deeply hurt by the "mother" and "I". You will cry with "I", cry together, miss together, together With the support of love, I will face life with strength.
The author expresses his nostalgia for his mother through some small plots, which reminds me of the life of the author Shi Tiesheng. "A life without suffering is a happy life? Is life lucky or unfortunate without suffering pain?... .... I want to feel the tastes of life and the value of life that people who have experienced great hardships and sorrows." This is Song Qiuyan in the article "Through the suffering----------------------------------------------------------------------- Excerpts. It reminds me of the need for students to run through emotional education and frustration education in education and teaching.
Shi Tiesheng wrote in the article "Acacia Tree": "I am sitting in the quiet woods, closing my eyes, thinking, why did God call the mother back early? For a long time, I was stunned and answered: "She is too Suffering, God saw that she could not stand, and summoned her to go. "I seem to get a little comfort, open my eyes and see the wind passing through the woods." Reading these desolated words, I feel that the suffering and pain he experienced is unreasonable. People who have not experienced pain cannot write. The words that are so dignified and tragic, and will never feel the heat flow rolling down under the skylight of the sky!
Through the reading of "The Missing of Autumn", students were infected with the great maternal love, and received an education of "love"; it also improved the students' self-reading ability.