Ai Lian said that teaching reflection

Part 1: Ai Lian says teaching reflection

When I teach "Ai Lian Shuo" a lesson, I start with the topic and the author, and then read it one sentence at a time, one word and one word translation, until the article center, writing method, all the words, one sentence does not miss, all that Doing after-school exercises, one problem is not missed. The result is still a mess. At that time, more was to blame the students, and did not find reasons for themselves. Later, I changed my mind: let the students learn by themselves and discover them themselves. After using this method, I really understood the true meaning of teaching and learning.
That class I did this.
At the beginning, students, have you seen Lotus? Appreciate a lotus flower illustration of the textbook and guide the students to recall the verses related to “Lian” or “荷”. Throughout the ages, there have been many scholars who have used lotus as the object of description. The most favorite of the lotus is Zhou Dunyi of the Song Dynasty. He wrote a short essay, "Ai Lian Shuo". Although there are only 119 words, it is a famous article. However, Zhou Dunyi likes lotus mainly because it is beautiful. His main purpose of writing "Ai Lian Shuo" is not to praise its beauty. What is it for? Next we will discuss this issue together.
Then there is the second step: learning the text. Students are free to read aloud, find words that they don’t know, and sentences that are difficult to read, and raise them. , reading the text. Self-reading text. In combination with the notes under the class, the texts are read silently, and the words are clarified. But most of the problems, students can solve it themselves, very few problems, the teacher can dial. After the translation, I asked two questions: What are the characteristics of the author's writing lotus? Why do you want to write these characteristics? For the second question, I originally thought that the students could not answer. As a result, the students not only correctly answered the questions, but also contacted the previously learned articles of the slogan, which was too underestimated.
Then there is the third step: study the text. At the beginning, the students were accustomed to the teacher's full house, and no one spoke. I will guide you: Do you think that the text is best written? Let the students read, think, and communicate with each other. As a result, the students will say the main theme, structure and writing of "Ai Lian Shuo".
As for the doubts about the text, I inspire everyone: the author’s age is nearly a thousand years now. Is it now that everyone’s ideas have not changed, and it’s exactly the same as the author’s point of view? Argument: There is agreement and there is disagreement. Everyone is rushing to face the red. Due to the limited time in class and the fact that it was the first time for such a class, I am very sorry that I did not dare to let the students continue to argue. The last step: migration ability. Which kind of flower you like is the expression of people's thoughts and feelings. Contact your own interests and pursuits and write your favorite flower. Imitate the example sentence, use the method of the object to make a sentence. Since the whole class is mainly student-oriented, self-study-based, and student-based, the students are not guilty of making such an essay.
In this class, students learn easily and subjective initiative is fully utilized: not only the knowledge that the teacher should teach, but also the mastery, and more importantly, in the process of learning, can really use their own mind to go Think about it, find problems, and decide to absorb or discard. This class also made me realize that students are the main body of learning, teachers are the guides and participants, and they should actively advocate independent, cooperative, and inquiring learning methods, so that they will receive better results.

Chapter 2: Ai Lian Says Teaching Reflection

In the past teaching, when I taught "Ai Lian Shuo", I started with a lecture on the subject and the author, and then read it one sentence at a time, one word and one word translation, until the article center, writing method, all the words, one sentence Don't miss it, all the post-class exercises that should be done, one question is not missed. I was worried at the time, don’t let the students not do it because they didn’t talk about it. As for the students, what I was concerned about at the time was that they did not take notes in class and did not review them in class. Sometimes after the exam, I also wonder: This question has already been said in the classroom, but also repeatedly stressed that we must pay attention. The result is still a mess, what is the reason? At that time, more is to blame the students, and did not find reasons for themselves. Later, I changed my mind: let the students learn by themselves and discover them themselves. After using this method, I really understood the true meaning of teaching and learning.
In this lesson, I mainly grasped these two links:
First, study the text. Students are free to read aloud, and they find that words that are not recognized and sentences that are difficult to read are raised. The student suggested that there are two words that cannot be read: "diet" and "fresh". There are students in the church who are going to read. A sentence is difficult to read: "To the independence of the lotus, the mud is not dyed." The teacher read a little and everyone understood. Then, the text is translated according to the comment. If you don't understand it, draw it first and ask questions later. This step takes a little longer and the students have more questions. But most of the problems, students can solve it themselves, very few problems, the teacher can dial. After the translation, I asked two questions: What are the characteristics of the author's writing lotus? Why do you want to write these characteristics? For the second question, I originally thought that the students could not answer. As a result, the students not only answered correctly, but also contacted the “walking tree” that they had previously learned. This can't help but make me a little self-sufficient. I used to underestimate the students.
Second, the evaluation text. There are two meanings here: the places in the text that are worth learning and the places where there are doubts about the text. This is the most critical part of getting students to find problems. At the beginning, the students were accustomed to the teacher's full house, and no one spoke. I will guide you: Do you think that the text is the best written? So everyone said, I said a word, "The love of the lotus", the main purpose, structure and writing, all the "spelling" little by little. The teacher should talk about it, the students have said it; the teacher did not talk, and some local students also said it. For example, in the past, as a difficult point of analysis, it is the author's view of the self-satisfaction of the lotus, the pursuit of noble sentiments, and the irony of the world. In the analysis, the students not only praised the author's noble sentiments, but also combined with the social reality, criticized the ugly behavior of some high-ranking officials using their powers to embezzle and accept bribes. They said that they were not as good as the ancient Zhou Dunyi, and they should really read them. Article.
In this class, students learn easily and subjective initiative is fully exerted: not only the knowledge that the teacher should teach, but also the mastery, and more importantly, in the process of learning, can really think with their own minds To find problems and decide to absorb or discard them. This class also made me realize that only teachers who serve students are the fundamental changes in teaching thinking.

Chapter 3: Ai Lian Says Teaching Reflection

First: In the teaching mode, we have always adopted the traditional mode of teaching classical Chinese teaching, namely: reading aloud------------accumulation, during the course of the lecture, Xu Xiaoyan raised the key points, I think This is a question worth pondering. A class is only for the pursuit of some form of perfection, or it is necessary for students to really gain something. What benefits me is Professor Chen’s practice. He also uses reading to promote and promote students. Understand the content of the text, but Professor Chen does not stick to the form of reading, but requires students to read the author and read the self. Compared with Professor Chen’s class, the reading I designed in this lesson is a waste of time in some places. For this part of the game, even if the teaching content is very simple, even if the students have already read, they still have to follow the model. Therefore, there is no fixed law, and it is not allowed to follow the old model.
Second: When introducing the new lesson, Mr. Kong Linghong suggested to introduce the verses of the past and praise the lotus, or the image of the students talking about the lotus, in order to stimulate the students' interest. Yes, interest is the best teacher. How does a class mobilize the inner enthusiasm of the students, stimulate active thinking, and actively participate in the issues that should be our concern. At the same time, I think the teacher’s reference can help the students. Dig deeper into the text and expand the knowledge of students. This is also a good idea. However, I don't overturn my point of view. I think that the student's three-minute speech before class is also a good way to mobilize. It is an excellent means for students to participate in the class.
Third: I have a deeper understanding of the teaching mode of autonomy, cooperation, and inquiry. The mode that my class has been adopting is to mobilize students to find problems as a breakthrough. I still think that it is valuable for students to find a problem than the teacher teaches ten questions. Today, Professor Wang Kunjuan’s suggestion is that the teacher should be appropriate when exploring. I agree with this. At the same time, Professor Chen’s class also gave me the same revelation: it should be based on the actual situation of the students. For the problems that students can’t find out, teachers should give timely guidance and then give them time to experience and become their own gains. In comparison, although my students have said and asked in the classroom, there are not many students who really gain in their thoughts. The language classroom should be associated with life, and the extension of life is so vast, how to make students Learn to pick pearls in it, and teachers should guide students.
Fourth: I want to talk a little more about it. I just watched Professor Chen’s class and passed our lectures. I feel that we neglected the connection between language and life when preparing lessons. For example: three kinds of flowers are three kinds of people, three people's attitudes towards life, how do we treat them.
Improve the concept:
To be honest, I am very excited today because I feel that I have found many problems and I have seen Professor Chen’s class. I feel that I should change my class from tomorrow. Although I know this is difficult, the impulse to change, explore, and improve is really in my heart, but I know that some improvements are difficult: how to improve the language. Close to life, how to let students learn to pay attention to the classroom, pay attention to their peers, how to make their classes have essays as casual and deep, scattered and not chaotic and god, are my thinking.

Chapter 4: Ai Lian Says Teaching Reflection

In this training class, the content I taught was the lesson of "Ai Lian Shuo" in the topic of "The Lotus" in the seventh grade of the Chinese language textbook.
In the teaching design of this lesson, I cut in from the inner meaning of the imagery in classical poetry. When the students review the old knowledge, they have a preliminary understanding of the connotation of "荷". After that, they solve the problem by the students, and the students share the "saying" through the preview. Relevant knowledge of stylistics. The third part is to check the pre-study and the overall perception. Through the examination of the study case, combing the knowledge points of the classical Chinese, the paper has a preliminary overall understanding. The fourth link is intensive reading analysis, setting question one: from the text to find out why the author loves lotus? This question is relatively simple, the second question to answer the question one: analysis "to the alone love lotus out of the mud without dyeing, sputum clear and not demon, Zhongtong outside straight, not vines, Xiangyuan Yiqing, pavilion The image of "Lian" in a sentence can be seen from a distance. This issue is the focus of the full text. Students learn cooperatively in the form of group discussions, and in-depth study of the connotation of Zhou Dunyi's pens, presented in the form of group reports. The third question is: The author, Ai Lian-Lian Lian, why spend ink on the chrysanthemums and peony? Taking this question as the focus of the analysis, the sublimation of emotional values, let students compare the author's attitude towards lotus, chrysanthemum and peony, and then sublimate the summary, highlighting Zhou Dunyi and the ancient literati Zoran's outlook on life and values. Leading students to respect the integrity of the personality, the pursuit of noble sentiment.
From the final classroom presentation, the effect is not as good as expected. On the one hand, because of the four open classes in the morning, the students have gone from nervous to numb. I have insufficient motivation before class and the students are in poor reaction. On the other hand, it is especially important. In the process of preparing lessons, the “prepared students” are obviously insufficient. The students’ preview effect on the text is not as pre-set as the initial one, which directly leads to the third part of the classroom. Too long and the implementation of the basic knowledge is not solid. In the group discussion, the role of the group is not fully played, which is also related to the students' usual classroom habits.
There are two points in the class evaluation after class. First, the third part of the examination preparation and the overall perception should be divided into two parts, which are mixed in one place, and after the separation, the time arrangement will be more appropriate; Second, since it is a "荷" topic, it should be grasped on the overall theme of the topic, and the text cannot be separated from the topic. Experts also pointed out that young people should give full play to their strengths and strengths. In the context of the new curriculum reform, they should jump out of the traditional shackles, carry out classroom innovation, and avoid taking the old road.
In the third year of work, there was a lack of initial impatience and ignorance in the classroom teaching, and it gradually entered a period of stability. I thought this was a kind of progress. The experts’ point was to make me feel so stable. It is a hindrance to contain classroom innovation and is not conducive to the random generation of teaching. Taking the teaching of this lesson as an example, in the teaching design, I fundamentally neglected the topicality, but simply considered that "Ai Lian Shuo", as a classical Chinese text, contains many test sites, taking the test as the starting point, it should focus on Emphasizing its knowledge and textuality, focusing on crosstalk, this neglects students' perceptions, and students do not have the opportunity to integrate their unique experiences into teaching. This is to make this lesson a simplistic and modularized classical Chinese. Remember the process.
According to the opinions and points of several experts, I think that if we integrate "Ai Lian Shuo" into the whole topic, let the students truly realize their own independent inquiry and cooperation, collect and consult the materials, and understand the lotus and understand the lotus. Listening and remembering in the classroom is more rewarding. In addition, from the perspective of "Ai Lian Shuo" itself, in addition to the traditional knowledge points of classical Chinese words, it can be interpreted from a philosophical point of view. The author of the article, Zhou Dunyi, is the originator of science, and the integration of science and science into one, especially Buddha. Home thoughts occupy its mainstream, and lotus is an important image in the Buddhist family. This is also an important reason why Zhou Dunyi loves lotus. Through in-depth analysis of the author's life and thought genre, students can better understand their high quality and help to understand the subject matter of the article in more depth. This is what experts say "not for the other side only for the sea."
The so-called essays, the ancient theory, the lectures of this training class and the experts after the class, let me deeply feel that the classical Chinese language is a string in Chinese culture, the exquisite fingering will be stimulated A strong feeling. Nowadays, the teaching of classical Chinese is imprisoned on the phenomenon of real words, virtual words and classical Chinese. The current Chinese teachers, especially young teachers, must think deeply in the process of practice, how to implement the humanity of the texts while embodying the instrumentality of the texts. Comprehension. On the other hand, it is necessary to establish a large language concept, make full use of the classroom to cultivate students' language ability, enhance language literacy, and more importantly, arouse their interest and love for Chinese culture. From this perspective, as a young teacher, we have a long way to go and have a long way to go.

Chapter 5: Ai Lian Says Teaching Reflection

"Ai Lian said", the long-standing masterpiece of Bailaizi. However, in daily teaching, it is often based on string speaking, and the result is that poetry is gone. This teaching case is mainly based on reading, and the methods of reading, analyzing, speaking and backing are comprehensively applied. Very personal. The teacher understands that good poetry and good writing, its beautiful artistic conception and deep feelings are expressed through language. Teaching poetry without reading, there is glory in poetry. But the secret of this teaching design is not here. Its brilliance lies in the fact that there are distinct but not easy to discover levels of teaching. Please see:
The first step: reading aloud - this is to let students repeat the taste and familiarity, the purpose of teaching is to learn
Raw goods. taste. fine. pure. of. language. sound. It. nice. .
The second step: analysis - this refers to how the student's main image of the full text is repeatedly smeared. Its teaching purpose is to let students learn. solution. Text. chapter. fine. wonderful. of. shape. Like. It. nice. .
The third step: reading - telling students about the rules, emotions, expressions and artistic conception of the works. Its teaching purpose is to let students lead. slightly. Text. chapter. Hey. Yong. of. meaning. territory. It. nice. .
The fourth step: to consolidate the teaching effect. Yinmei → shape beauty → Yimei, layering, smooth progress, water is everywhere. The teaching process is smooth, natural and brisk. The short text of Bailai is still so stressful on the teaching level, and the teaching of long articles should be carefully considered.