Reflection on Scarecrow Teaching

Part 1: Reflection on Scarecrow Teaching

When teaching Scarecrow, I used multimedia to create vivid and intuitive activities for students, which fully mobilized the students' interest and enthusiasm. At the same time, they fully reflected the learning style of students' autonomy, cooperation and inquiry. In this class, I took on the role of the director, creating a relaxed atmosphere that allows students to pose their own steps. I understand that the sixth-grade students have very limited creative experience. Therefore, in the demonstration section of the teaching, I will let the students perform the roles of scarecrow, old woman, sparrow, and pests in the text. During the performance, students are allowed to be free according to the story. To play, this is conducive to students to get real feelings, students are improvised to perform very happy and very happy, let people say "there is nothing to say, the words are not in the words." "There is no fixed method at the end, and it is wonderful to use it." I believe that as long as you are diligent in thinking, skillful in conceiving, dare to innovate, unfolding imagination, and flying passion, you will be able to interpret the end of the wonderful classroom with "Colorful, Radiant".
Teachers only have "good teaching", students will "learn", teachers and students can "grow together", this is my goal in this class, and also allows each student to be happy and confident in the Chinese teaching activities. In the full understanding of the author's writing intentions.

Part 2: Reflection on Scarecrow Teaching

As the saying goes: "A good start is half the success." A good beginning can make students enter the role quickly, and enter the "play" as soon as possible, so I use the Scarecrow Lele as the material for the beginning of the class, natural, novel, image Ingeniously, the attention of the students is quickly brought to the theme of this lesson, and the teaching effect of “not having a melody and sentiment” is achieved, so that the “good play” in the future is logical.
In this lesson, I used multimedia to create a lively and intuitive activity situation for students, which fully mobilized the students' interest and enthusiasm. At the same time, they fully reflected the learning style of students' autonomy, cooperation and inquiry. In this lesson, I took on the role of the director and created a relaxed atmosphere, allowing students to pose their own styles and lead to step 1 - conception, to understand that the fifth-grade students have very limited creative experience, so in the demonstration of teaching I gave the protagonist to the students and guided the students to explain and demonstrate on the stage. I showed the steps in time to remind the students to pay attention to the position of fixing the straw with a line, and to dress up the materials. The diversity, otherwise the work is easy to be dull or too late to complete, allowing students to create creative ideas. When creating a scarecrow, students remind students to pay attention to environmental protection and collect their own waste materials. In this class, the students performed very positively, so the students in the class were very active but the order was not confusing.
As the saying goes: "Editing and composing baskets, focusing on closing the mouth, depicting the dragon's style, and paying attention to it." At the end of the class is a big stage where teachers can use their talents and inspire students' enthusiasm for learning. At the end of the class, I tried a new ending mode: the form of the textbook drama, which is refreshing and let the students play the roles of scarecrow, rice ear, cotton peach, sparrow, etc. During the performance, students are allowed to be free according to the story. To play, this is conducive to students to get real feelings, students are improvised to perform very happy and very happy, let people say "there is nothing to say, the words are not in the words." "There is no fixed method at the end, and it is wonderful to use it." I believe that as long as you are diligent in thinking, skillful in conceiving, dare to innovate, unfolding imagination, and flying passion, you will be able to interpret the end of the wonderful classroom with "Colorful, Radiant".
Teachers only have "good education", students will "learn", teachers and students can "grow together", this is our Gaoping national small school motto, but also my goal in this class, so that every student can be happy I am confidently involved in the local art activities, fully understand the natural beauty and humanistic beauty of my hometown, and actively participate in the resource development and inheritance of local art.

Chapter 3: Reflections on Scarecrow Teaching

Yesterday, the first lesson was over. In the teaching, I used the teaching method of teacher guidance and student group cooperation. The effect is not bad.
In the first part of the text, under my guidance, the students knew that the author first wrote the structure of the Scarecrow. The author wrote from the scarecrow's skeleton, skin, hat, face and so on. I also know that the author went on to write the Scarecrow's due diligence and loyalty.
When I was studying the second part, I used a teamwork approach and let the students learn by themselves. Students are actively speaking in the group. Ask questions and understand together. Then the teacher checked. Several groups have raised valuable questions, such as: 1. With the changes in the movement of the Scarecrow's fan, can you understand how the Scarecrow feels? 2. Can you draw the corresponding statement from the text? Wait. By asking questions and solving them within the group, the students learn both seriously and practically, and the teaching effect is obvious.
I feel that this class is still very successful. I did not talk much, but completed the teaching tasks through the students' own reading and group cooperation.

Part 4: Reflection on Scarecrow Teaching

Whether it is a novel or a fairy tale, Scarecrow is not a good thing. The history of children's literature gives Ye Shengtao the positioning of the pioneer of modern Chinese fairy tales. This kind of positioning reminds me of the position of Lu Xun in the 1930s: Chinese short stories are formed and matured in the hands of Lu Xun. Chinese fairy tales are not so lucky, they have not matured in the hands of Ye Lao, and the development has still left many scholars with awkwardness and even shame. We can't demand the pioneers. After all, the hardships of the blue road are unimaginable.
However, it is undeniable that Ye Shengtao’s fairy tale has obvious flaws in both the early Scarecrow and the mature stone statue of ancient heroes. First of all, in the plot, the design is too bizarre, which has become a common problem of Chinese fairy tales, often supporting the story through the abandoned plot.
Secondly, it is too close to reality. Every time I read "The Scarecrow" reminds me of the local novels of the 1920s, which will cause great obstacles for students' understanding.
Once again, the language, although the fairy tale is not mature in the hands of Ye Lao, modern Chinese is indeed formed in the hands of the May Fourth scholars represented by Ye Shengtao, such as Bing Xin and Zhu Ziqing. However, Scarecrow was created earlier. Although modern Chinese has passed the stage of grass-roots creation, it is still in the "childhood" period, which is very different from the Chinese used now. This is also an obstacle in teaching.
In response to the above three questions, I made observations during the teaching process:
Regarding the first question, I found that the impact was not great. The students did not consider this question at all. I was a bit worried.
Regarding the second question, some students report that the content is very boring and dark, not the fairy tale they imagined. In response to this reflection, I made some adjustments: arrange for students who are interested to draw a picture of a scarecrow according to their own ideas, add pictures of the rice paddy field when they are doing courseware, and choose the image of a cute scarecrow to stimulate students' interest. In addition, the story of the strange age is led to the pastoral, leading to a simple rural world, adding some instinct to the article.
The third question is very obvious. Many students report that it is difficult to read and not to follow. This problem is more difficult. When explaining the students, let the students repeat the articles in their own words. Try to overcome, and can train students' organization and oral expression skills

Chapter 5: Reflections on Scarecrow Teaching

Overall, I was satisfied with this class. After all, I completed the teaching tasks. After all, my students felt the goodness and dedication of the Scarecrow. But only satisfaction is no progress! After class, I did feel that there were fewer opportunities for students to read aloud, and I couldn't contact the students who actually talked about life like scarecrow, so that the classroom teaching ended suddenly and regrettably. Life is a big classroom that will never be learned enough. Our education classroom also makes us never learn enough. Comrades, let us fight forever!