Reflection on the teaching of love chain

Reflection on the chain of love teaching Fan Wenyi:

The text "Love Chain" is not particularly esoteric and difficult to understand. Through Joey to help the old woman, the old woman helps Joey to two things, indicating that love can be continued and can be passed. As long as everyone pays a little love, the world will be better.
Although it is a sixth-grade child, it has a certain self-learning ability, but in some key places, it still needs the guidance of the teacher. The teacher is the leader and the chief of equality. When students encounter problems that are difficult to solve independently by their own strength, the teacher should stand up and teach the method in time to guide the road in time.
The protagonist of the text is not just Joey. This is not a written article. The text mainly writes two stories of "help". The second snippet starts with the matter itself, first find out the paragraphs that specifically write Joey to help the old woman, and then communicate around "read this paragraph, what do you feel profound?" The second snippet changed the angle, starting with "Joe to help the old woman repair the car" to guide students to exchange feelings. I think the second piece of the merits is that the method of penetration is from "help" to "put". Through the students' self-study, students can complete the blank-filling exercises, and thus have a further understanding of the text content. Further understanding that the old woman helps the female shop owner, this is a kind of love relay, and formed a chain of love. Students actively participate in this activity, can grasp the main content to complete the practice, fill in very well.
"Everything will be fine, dear, Joey..." From the sentence of the female shopkeeper, they can appreciate their optimism about life. However, they are full of hope for life. With such a mentality, life will definitely be better. Some students associate with other people. If everyone pays their own love, the world will become better. At this point, the teacher asked another question: Joey helped the old woman, the old woman helped the female shop owner, and Joey helped others, in fact, it helped herself. As long as you pay care, you will definitely get the care of others. Everyone's love is passing, in continuation, this is a chain of love, this is a chain of love. This seems to be a matter of course.

Reflection on the chain of love teaching Fan Wen 2:

Rethinking your own teaching, let students pay attention to the text language, pay attention to the detailed description of the text, pay attention to the unique concept of the plot in the text, students naturally stand on the text, and the text is like a spring. Use textual language to develop children's language and provide them with a platform to express their feelings and use language. In such a class, the "Chinese taste" is a bit thicker.
But things tend to be like this: When a tendency arises, it tends to cover up another tendency. Overcorrection may be the inevitable result of history. Such language training and such humanistic sentiment seem to be two "gangs". You say yours, I say mine, "divide the world", and divide our language classes. Such language training seems to be less of a thing. Teachers only provide students with an opportunity to express their feelings. They simply let them express that students have not been able to extract nutrition from the text language to enrich their expression. In a word, the problem of absorbing internalization has not been solved. How to make students better understand the text and use the text? How to make the "instrumentality" of the language more realistic? How to combine the "instrumentality" and "humanity" of the language to be more natural and harmonious? I and my peer teacher fell into meditation.
After a slow experiment, I had to sit down and think quietly: What is the language? What is the mother-tongue education? How to penetrate the training of language and writing in "sense"? Looking through the relevant books, I seriously think: instrumentality is the foundation of humanity, the carrier of humanity, humanity is implied in instrumentality, and there is no humanity without instrumentality. Humanities are instrumental "fine", "qi", "god", without humanity, instrumentality also lost the soul, becoming a meaningless "death tool." As the initial stage of the mother tongue, Guoxiao should strive to pursue the harmonious unity of instrumentality and humanity, guide students to correctly understand and use the language of the motherland, and then understand the humanistic connotation behind the text.
Based on this concept, I have added such a learning activity in the section of “Sense of Text, Internalization of Language”: At this moment, you are the unrequited Joey, you are the old lady who is grateful inside. What are you going to say separately? The other links are the same as the second one. I want to make "sense" fall more realistic.
Language is the language, but it reflects more of the humanistic spirit. We must know that humanity is by no means a language subject. Who can say that there is no humanity in mathematics, music, society, science, and art? Therefore, language should maintain its inherent personality, which first exists as a language. For primary school students, language learning is to understand, accumulate and apply the language of the motherland, and to practice solid language listening, speaking, reading and writing in all aspects of language skills, and to maintain a profound cultural connotation. Through an article that embodies the ideas and inspirations of the authors and carries the connotation of human culture, it subtly accepts the values ​​and the outlook of life. This kind of language education that infiltrates the humanistic spirit is the complete embodiment of the nature of the language subject, and the ultimate goal of language education can be realized.
In short, our Chinese teaching can neither simply negate the language training, unilaterally emphasize the "humanity", and can not put "humanity" in disregard, and insist on holding the "instrumentality". Only by consolidating the "instrumentality" of the language, scientifically and rationally carrying out the education and edification of the "humanistic spirit" can fully realize the harmonious unity of the "instrumentality" and "humanity" of the Chinese curriculum.

Reflection on the chain of love teaching Fan Wensan:

During this semester, I taught and studied in the colonel. I picked up the textbook and looked at it. I was attracted by the text "Love Chain". I am going to take this lesson.
After some careful preparation, I confidently entered the classroom, and the teaching sessions started one by one...
After class, I felt that there was so much shortage of my "shunly" class in the discussion with Teacher Fei Jie. I seriously remembered and seriously reflected.
The following is a scene playback of several shortcomings in my teaching.
Before class 1, I carefully calculated the time spent on each teaching session or even each sentence, and allocated 40 minutes in detail, and recorded it on the right side of the lesson plan.
In class 2, I said "transitional language" with emotion. The students looked at me intently, but there was no movement and resonance that I expected.
Reflecting on my own shortcomings, I feel that to catch up with the express train of the new curriculum reform, we must change the teaching concept and re-recognize the nature and relationship of "teaching" and "learning".
First, teaching is a re-creation process scenario 1 is commonplace in traditional teaching, facing the spirit of the new curriculum reform, such "serious" behavior seems so ridiculous, then mechanical.
Bloom once said that "people can't predict the full range of results produced by teaching. Without unexpected results, teaching will not become an art." Indeed, the teaching process is a process of communication between people, not production. The process, the time to complete a specific task, how can it be accurate to divide how many minutes to use. In traditional teaching, we always try to make our predictions exactly match the situation in the classroom. This is too lacking in creativity.
Second, teaching is the process of interaction and common development between teachers and students. The new curriculum proposes that teaching is the unity of teachers' teaching and students' learning. The essence of this unity is communication, interaction, no communication, no interaction, no existence or no occurrence. Teaching, "teaching" that only shows the form of teaching without substantive interaction is false teaching.
In Scenario 2, the “passion” of the teacher is in stark contrast to the “indifferent” of the student. Teaching is a "bilateral activity". It is the exchange of heart and heart between teachers and students, the inspiration of love and affection, and the collision of wisdom and wisdom. Neglecting the communication with the students and re-emerging the speech, can only be the performance of the teacher's teaching skills. Learning the concept of the new curriculum I realized that teaching is no longer the mechanical addition of teacher teaching and student learning, but the process of teachers and students exploring new knowledge together. In teaching, teachers and students learn from each other and form a true "learning community". As an integral part of the "community", the relationship between teachers and students is equal, and the interaction between teachers and students is an equal spiritual dialogue between people. In the interaction, teachers and students share each other's thoughts, experiences and knowledge, exchange their emotions, experiences and concepts, enrich the teaching content, seek new discoveries, and achieve teaching and learning.
Rethinking this lesson, let students pay attention to the text language, pay attention to the detailed description of the text, pay attention to the unique concept of the plot in the text, the students naturally stand on the text, and the text is like a spring. Use textual language to develop children's language and provide them with a platform to express their feelings and use language. In such a class, the "Chinese taste" is a bit thicker.
But things tend to be like this: When a tendency arises, it tends to cover up another tendency. Over-corrected. Such language training and such humanistic sentiment seem to be two "gangs". You say yours, I say mine, "divide the world", and divide our language classes. Such language training seems to be less of a thing. Teachers only provide students with an opportunity to express their feelings. They simply let them express that students have not been able to extract nutrition from the text language to enrich their expression. In a word, the problem of absorbing internalization has not been solved.
How to make students better understand the text and use the text? How to make the "instrumentality" of the language more realistic? How to combine the "instrumentality" and "humanity" of the language to be more natural and harmonious? This is worth pondering for each of our language teachers.

Reflection on the chain of love teaching Fan Wensi:

Today, I went to the lesson of "The Chain of Love". Throughout the class, I follow the setting of feelings of love, reading the sentimental love, continuing the teaching ideas of creating love, guiding students to grasp words, words, sentences, in-depth texts, and relying on texts. Language and writing, let students fully understand the true feelings of the human world, know that when others need help, they should be given selfless help. Now reflect on your own teaching.
1. Grasp the key points and guide students to read the book thick and read thin, but the difficulty is not enough.
The texts of the senior grades are long and the content is deep. It is unrealistic to elaborate and elaborate on each paragraph. In teaching, I used the fourth natural section as a breakthrough to let students meditate silently and read the book thickly: How did Qiaoyi repair the car for the old woman? What do you see from the description of these sentences? And learning the second story, I guide students to read the book: let students fill in the blanks through silent reading, understand the infection of the old woman's love and help the female shop owner who needs help. But when I was learning the last paragraph, I understood, "Everything will be fine, dear, Joey..." Because of the rush of time, I just let the students talk about what they read and then they did it, and they didn’t really understand the text. Connotation.
2. In-depth study of the language materials of the text, grasp the key words, words, sentences and experience.
I think that students' interpretation of the text cannot be separated from the specific language and words. If you break away from specific words, words, and sentences to talk about feelings, it can only be a vain castle in the air. The first story happened between Joey and the old woman. The author grasped the movement and demeanor of Joey and portrayed Joey's serious and responsible attitude. When I was studying, I guided the students to grasp some key words: Broken, taken off, almost unaware, panting, slopping, full, dirty, talking about what you read through language and words, as if you saw something? Through reading, the students feel that the weather is cold and the work of repairing the car is hard, but Joey is still not afraid of dirty, not afraid of tired, and is trying hard to help the old woman repair the car. Grasping the key words, words, and sentences, you can penetrate the text and walk into the heart of the character.
3, students have less time to study, the teacher talks more, does not give enough time for students to think, does not really reflect the reading of the interpreter, to read and enlighten.
The Chinese curriculum standard states: "Reading is the behavior of students' individuality. It should not replace the students' reading practice with the analysis of teachers... To cherish the unique feelings, experiences and understanding of students." "One thousand readers have a thousand Hamlet." People often say that they have a good understanding of reading, and only by reading more can they understand the connotation of language materials and can really enter the text. This is a text full of love, students are very susceptible to infection. At the beginning of the class, I used poetry to introduce the atmosphere. After each part of the content, the students said that I would summarize and transition in time, so that the listener felt Luo Wei, the teacher can not finish a question, leading to the failure to guide students to read the fourth paragraph naturally in the process of teaching. When students discuss the topic of "love chain", they don't give time to let the students discuss and understand. They only show the four sentences in the text that flash the light of love, telling students that this is the relay of love, love. Passing, advocacy of love, continuation of love, this is not good for students to understand the text.
4, did not mobilize the enthusiasm of students to learn, the lack of teaching art, resulting in inactive classroom atmosphere.
One of the evaluations of the new course is to see whether the student's subject status is fully reflected. After several weeks of teaching, I found that there are very few people who love to express themselves in class. In this class, I also use some inspiring language to motivate students to learn, but the breadth and depth of student participation. Not well reflected.
How to let students "live" in the classroom learning, this is my serious thinking and practice in the future teaching.

Reflection on the chain of love teaching Fan Wenwu:

"The Chain of Love" is a hymn of love. The article describes in great detail the story of love that happened in a cold winter night: the laid-off Joe Yi helped the old woman repair the car for free, and the old woman got Joe again during the meal. According to the careful care of his wife, he was also infected by love, leaving some money and quietly left. The article praises the friendship and mutual help between people and tells people that when others need help, they should lend a helping hand.
The first time I read this article, I was deeply moved. The love between the people in the story is touching. The text "Love Chain" is not particularly esoteric, especially at the end of the clever concept, so that the article center has been sublimated, revealing a saying in life: good people have good news.
The topic "chain of love" has a profound meaning. What does this "chain of love" mean? Why should the text use the "chain of love" essay topic, which is worthy of students' deep thought, and is also a difficult point for students to understand. In order to break through this difficulty, I grasped some key sentences while guiding students to understand the text, and let the students carefully chew the taste. First of all, I grab the sixth paragraph and guide the students to think: What kind of things do you think are righteous in your heart? Why does Joey think that helping people with difficulties is a matter of course? The student quickly found the answer: It turned out that Joey used to be helped by others when he was having trouble. Obviously, this is a kind of transmission of love. Before this, Joey was loved by others, and now Joey passed this love to the old woman. Then, I grabbed the sentence of the 10th paragraph of the text, "The old woman suddenly remembered Joey," let the students think: What does the old woman think of Joey? What will she think at this time? What are you going to do? Then grab the sentence of the 11th paragraph of "In my difficult time, someone helped me. Now I want to help you", let the students realize that the old woman was infected by Joey’s love, and This love was passed to Joey's wife. Then ask the students: If Joey’s wife meets someone with difficulties, will she also extend her passionate hand to help others? The answer is yes, the female shopkeeper, Joey’s wife, will certainly pass on this love. The students also found evidence from the text - "the female shopkeeper can not help but shed tears", it can be seen that the female shop owner is also deeply infected by love, she will pass this love. In this way, love is like a chain, and there is no end to it. Students will understand the meaning of the subject.