Reflection on idiom teaching

Part 1: Reflection on idiom teaching

The "National Small Language Curriculum Standards" pointed out that the Chinese language courses in the nine-year compulsory education stage must be oriented to all students, so that students can acquire basic language literacy and enrich the accumulation of language. The current national small Chinese textbooks also attach great importance to the accumulation of students' language, especially in the practice of a large number of idioms. Therefore, I have been closely following this center in this class, changing various forms, and actively guiding the accumulation and application of the learned language from different aspects. This class has been a lot of "sparks" in both the teacher's teaching and the student's study.
First, new
“New” is mainly represented in the organizational form of this lesson. In this lesson, I imitated the "very 6+1" column of CCTV as the main line throughout. At the beginning of this lesson, I will say "Is the classmates watching CCTV's very 6+1 intelligence? Today, the teacher has set up a few idioms. Are you confident that success?" aroused the students' strong interest. At the same time, it also aroused the students' enthusiasm for making progress and making progress.
In the whole class, a total of five difficulties were set. One level is more difficult than the other. One level is more challenging than the other. Students are plagued by difficulties in the process of Shaoguan. I also enjoyed the joy of success when I passed the five-level meeting. The face of the positive thinking, the successful applause, gave me unlimited excitement and inspiration. In the classroom teaching, as long as the students’ interest is actively stimulated and the atmosphere of challenge is created, a good teaching can be achieved. effect.
Second, smart
"Qiao" is characterized by the ingenious design of the idiom practice form. In this lesson, I have designed a total of five links, each of which is actually a form of practice that reviews an idiom. The five forms are: 1 select the correct pronunciation; 2 correct the typos; 3 idiom fill in the blank, idiom classification, write idioms as required; 4 associative questions; 5 sentences, write paragraphs.
These forms of practice basically cover the form of idiom practice in the national stage. Students can do a good job in these types of exercises, and they can explain their idiom accumulation. After the completion of the whole class, everyone has a sense of accomplishment, indicating that the usual idioms are still solid. At the same time, it also aroused the confidence of the students to carry forward.
Third, practice
Because this lesson is an idiom review class, so the time for students to practice independently can not be less. Otherwise, if the teacher talks more, it will appear to be a slap in the face. From the point of view of this lesson, the time for students to practice independently is more appropriate and sufficient. Whether it is "speaking", "writing", or "backing", "understanding" and "using", students can fully practice.
In this lesson, under the guidance and organization of the teachers, the students' practice is in place, not a little bit of water, not just passing by, but actually doing it in a solid and effective way. Therefore, the "speaking" of the teachers in this lesson is only guidance and assistance, and the students' "learning" and "practice" are the real protagonists.
In this lesson, the characteristics of “practice” also refer to the students' ability to learn independently, cooperate, and explore. In the classroom, independent thinking, independent practice, developed the ability of students to learn independently; discussed exchanges within the group, used collective wisdom to overcome difficulties, developed the ability of students to learn cooperatively; in a series of open exercises, developed students Explore the ability to learn.
Fourth, the United States
"Beauty" mainly refers to the language beauty of the teacher's classroom. Because this lesson is an idiom review class, therefore, some idioms appear in the classroom, which can create an atmosphere of learning idioms and stimulate students' interest in learning. In this lesson, I made full use of the relevant links, appropriately and skillfully used idioms to link up several aspects of classroom teaching, and guided the students to achieve the role of scented infection.
Through the teaching of this lesson, I deeply understand that in Chinese teaching, only by continuously updating the concept, excavating the teaching resources that students are interested in, and ingeniously designing teaching links to create a warm and appropriate teaching atmosphere can truly promote students. In order to improve the language literacy of students in general.

Chapter 2: Reflections on idiom teaching

The third volume of language practice 1 requires students to recite four idioms. I feel that if the child can only read idioms and back idioms, it is a pity. The ultimate goal of learning idioms is to apply them. They can naturally express the idioms they learn in a specific context. That is to successfully learn idioms.
So in the teaching, I first let the students read the idioms by means of pinyin. These four idioms are relatively simple, students will soon read, and some will be back. At this time, I created two scenarios to help students understand idioms.
1. Taking life as the source, let the children try to recall the scenes in life by asking questions, and find the meanings expressed by the idioms. For example, I asked the child: "Autumn is coming, do you think autumn is beautiful? Where is the beauty?" The children began to think, some said that the autumn maple leaves are very red and beautiful; some say that autumn is coming, the weather is cool, and the clothes are more Some said that autumn is coming, the sky is particularly high, especially blue; others say that the autumn geese fly to the south and so on. The correct answer of the child is the best interpretation of the meaning of the idiom, and it has taken a step toward the application.
2. Using the pictures provided by the textbook as a medium, let the children talk about the scenes in the picture, and once again understand and understand the meaning expressed by the idioms. Because the scenes in the picture are very close to their lives, the children are vying to speak. At this time, the meaning of the idioms is completely understood and can be basically applied.

Part 3: Reflections on idiom teaching

The ancients said: "Learning to learn from time to time", "warming and knowing new", all illustrate the importance of review! After the new class is finished, it is a relatively long review time. It is very important to systematically and focus on the students' knowledge. Because the students are young, they are easy to forget or obscured. Review can effectively sort out and consolidate what you have learned.
"Idiom" is an idiom review class I tried. The idiom is a bright pearl in Chinese. It is a very refined and very expressive fixed phrase that is gradually formed in long-term language practice. The idiom language is refined, lively, interesting and profound, and is loved by people. The children have come into contact with many idioms from their usual conversations and texts. They usually accumulate idioms, but they are very messy, so I want to classify idioms, so I have the idea of ​​an idiom review class. After finishing this review class, I seriously reflected on this lesson.
The first place to work hard:
1. Note the infiltration and induction of repeated methods
A review class is not likely to allow students to firmly grasp the idiom knowledge, rather than the implementation of the method, it is better to guide the method. Only when students master the general rules of idioms can they conduct effective review in extracurricular time, and they may have substantial improvements in quantity. Therefore, in the review class of "Fun idioms", I focused on teaching students to classify idioms, guiding students to summarize idioms, digital idioms, and animal idioms containing near and antonyms, and extended from animal idioms to The idioms of fables, myths, and historical stories allow students to form a systematic framework in their minds and to know the general classification of idioms.
2, pay attention to the guidance of students' learning methods
The book "Learning to Survive" points out that the future illiterate is not an illiterate person, but a person who has not learned how to learn. Therefore, teaching students how to learn is more important than doing the ten questions. I also pay great attention to the guidance of learning methods. For example: "Which classmates know these idioms? The teacher wants to ask the classmates to talk about it. But before the teacher said that the teacher has requested, we should do three times when we are studying: seeing it, looking carefully; listening to the ear and listening carefully to others. Say; hand in, complete the idiom complete. Understand it? It is to watch, listen, and write." These are the instructions for students to carry out methods.
3. Pay attention to the evaluation of students
In class, I pay attention to the evaluation of students. Because the teacher's words of encouragement, eager eyes, the life of the classroom, nourish the child's heart, will stimulate students' interest and enthusiasm. As students, their answers in the classroom cannot be completely correct every time. At this time, I use the clever and stimulating evaluation language to guide and help, not only to maintain the self-esteem of the students, but also to make the students more confidently Learn. For example: "Your brain can move really fast. If you say it more clearly, how good it is!" "You will observe it, it will be very brainy. Now the teacher wants to reward you..." In the classroom, students are exploring In the process of knowledge, the teacher's motivational language is a kind of “catalyst” to start thinking, which will activate students' creative thinking and let students flash the spark of “I want to learn, I want to think”.
4, pay attention to the connection with life
Language is closely related to our lives. Language should be the language of life, not from life. In this review class, I also pay special attention to the connection between language and life. I told the students: "Our idioms are formed by the wisdom of predecessors. It is a stereotyped phrase or phrase that people have used for a long time. Change, but in our lives, the abuse and misuse of idioms abound, making us, especially young people, misunderstood idioms, so we must defend idioms and be idioms." Designed to change idioms The wrong part is to tell students that the phenomenon of abuse and misuse of our idioms is very common in life, and they hope that they can be the people of life.
Second deficiencies and improvement measures:
1, the problem is not strict enough
In the process of the question, due to the lack of strict questions on the first step of the second step, the students lost too much time on this question, and did not complete the task of this lesson according to the plan.
2, there are still problems with the use of idioms
In this section of idiom review class, I pay attention to the induction of the types of idioms, but ignore the explanation of the meaning of idioms. Therefore, the students are not very clear about the meaning of some idioms, resulting in the use of inappropriate consequences. In the future teaching, students should pay attention to the meaning of idioms, so that students can use the idiom dictionary and other reference books to find the meaning of idioms and use them correctly.

Part 4: Reflections on idiom teaching

My teaching goal in this lesson is to experience the rich and colorful idiom world, understand the source of idioms, learn to correctly analyze idioms on the basis of accumulation, and finally learn to use idioms correctly. In response to the teaching objectives, I carried out the design of four links: the original source, the idioms, the idioms, and the idiom business cards. In this lesson, I used idioms combined with my name to design an idiom business card to import, so that students can feel the application of idioms in daily life. The whole classroom atmosphere suddenly became active, and the students were amazed. The original idioms could be used like this, and their interest in learning suddenly rose. This made me realize that classroom introduction is not optional in classroom teaching. If the beginning of each lesson is: Good, let's learn the xth lesson today. Where do students come to learn interest? In the preparation of lessons, designing a wonderful introduction is a non-negligible link. Students have contacted and accumulated some idioms in their usual study life. Before class, I specifically asked the students to write 20 idioms, and then communicated and shared with the classmates in the class. The students fully experienced the richness of the idiom world through their collection and sharing of classmates. This stage is a perceptual understanding, based on the understanding of the source of the idiom. This is a rise from perceptual knowledge to rational summaries. Back to the source of the source I mainly let students complete through the connection, the source of idioms mainly have six categories, namely myths and legends, fable stories, historical stories, literati works, foreign culture, life sayings. Students usually accumulate idioms, just understand the meaning of idioms, and rarely trace the source of idioms. Therefore, when connecting, students are not very good at grasping. Students are very interested in the source of idioms, especially idioms from myths and legends, historical stories, and foreign cultures. These myths, fables, and historical stories are treasures in the treasure house of Chinese culture. Students learning idioms is the inheritance of Chinese culture. After understanding the source of idioms, I designed the idiom solitaire link to test the student's idiom accumulation. The first idiom of the idiom Solitaire I let the students out, the idioms of the students are difficult, not easy to connect, so this link did not achieve the test effect. The ultimate goal of accumulating idioms is to learn to use idioms. If used properly, it will have the artistic effect of finishing the finishing touch. If you use them improperly, you will laugh and be generous. Therefore, in the analysis of idioms, I found a counterexample. The composition written by the primary school, "My Family", is used in the composition. A lot of idioms, but they are not used properly. After reading the composition, the students have a deeper impression of misuse of idioms. The misuse of idioms is divided into several types. Before class, I asked students to collect and summarize the types and examples they touched in the usual exams and display them in the classroom. The students have collected a lot of examples, and they are also generous and confident in the classroom presentation process. The new curriculum reform advocates to develop students' self-learning ability, emphasizing the student learning process. The collection and induction of students is the process of their own learning, and they have cultivated their learning attitudes and learning methods during the learning process. The effect is better than the teacher's full house. During the student presentation, I did not get timely feedback. After each student's presentation, the teacher should promptly correct the problems that arise, and promptly supplement the knowledge points that the students did not miss. In this link, teachers and students are separated, highlighting the leading role of students, but teachers have not played the role of point and promotion. This is where the link is not doing well. After summarizing the misuse types of the completion language, the teacher will then use several college entrance examination idiom questions to detect the mastery of the students on the spot. Finally, students use idioms, combined with their own names, to design an idiom business card for themselves. This link echoes the introduction process. This link fully mobilizes the students' enthusiasm and reflects the individuality of the students in the design process. The students in the whole class actively cooperated and the classroom atmosphere was very active. However, due to the improper grasp of the teacher's time in the teaching process, the subsequent analysis of the idiom and the design of the idiom business card is not sufficient, and these two links are precisely the focus of this lesson. This also reminds me that in teaching design, it is better to take a bit of in-depth excavation when you want to make bold choices. The idiom is a miniature landscape of Chinese culture. There are still many excavations in the idiom. By learning idioms, students can deeply feel the profoundness of Chinese culture.