Reflection on the teaching of apocalypse of fishing

Part 1: Reflection on the teaching of apocalypse of fishing

Through the design and teaching of this article, my understanding of the new curriculum has been further deepened. In teaching, I try my best to implement the new concept of the new curriculum. "Chinese Language Curriculum Standards" states: "Reading teaching in each semester should pay attention to reading and meditation." In reading teaching, teachers should clearly read the purpose of reading, use reading and use various forms and means to stimulate students' interest in reading aloud. Teach students how to read, pay attention to the combination of reading and thinking, stimulate interest, read with emotion, let students have some insights in reading, and improve teaching efficiency.
First, respect the reading experience of students.
When guiding students to experience the psychological activities of “I”, I encourage students to write their own experiences beside the relevant sentences, and then perfect the experience in the exchanges and discussions between teachers and students. It can be seen that the potential of students is endless. For example, "I can't catch such a big fish anymore!" I argued loudly, and even cried out." The understanding of this sentence, the students experienced uncomfortable, sad, grievances, etc. These are very The experience of insights. Another example is to encourage students to express their opinions and arguing when they say what I want to say.
Second, grasp key words and understand the situation.
Language is the basis for reading and training, and it is the carrier of thoughts and feelings. In the classroom teaching, the teacher should grasp the key sentences of the article, let the students read, so that the students can understand the beauty of the language and the experience of the author, so that they are interested in the language and the emotion of reading. Therefore, in reading teaching, according to the degree of students' understanding of language and language, I propose corresponding reading requirements at different levels. I can't let reading stay at the same level, nor can I put forward too high demands. It should be gradually improved from shallow to deep.
Inadequacies and improvement measures: There are also deficiencies in teaching. The first is to guide students to read aloud. When students find relevant sentences, how can they improve the quality of students' reading? How to stimulate the enthusiasm of students to read aloud? How to achieve this goal with emotional reading? How to evaluate the results of reading? My understanding of these issues is still very shallow and needs to be considered and explored. The second is the difficult problem in the text. In the text, the hardest thing for students to understand is "what is the tempting 'fish'". After the students discussed, it is still impossible to say a reason. Due to the time relationship, the link between the actual and the actual is saved, so that the students can walk out of the classroom with a half-baked understanding. It should be said that students are very vague about this issue, and teachers need to give appropriate lectures. The third is the question of the emotional stimulation of students. This is an article that can enhance people's character cultivation. How to make students receive a moral baptism, a scented and infected, emotionally shocked, which is weak in the classroom.

Chapter 2: Rethinking the Teaching of Apocalypse of Fishing

1. Reduce the starting point to break through
The beginning of teaching is like this. At the beginning, the starting point is set high. As the difficulty of teaching increases, teaching will be difficult to carry out. In the esoteric texts, the starting point is set lower, and then the requirements are gradually improved, and the students' learning can be smoother. When the title is unveiled, it is to guide students to pay attention to "fishing" or "revelation". The starting point is different. If you focus on "revelation" from the beginning, and grasp the "revelation" sentence learning, it is from rationality to sensibility, and students will find it difficult to learn. Beginning with "fishing", I realized the difficulty of putting fish and the seriousness of my father's education. Then I came to realize the enlightenment from perceptual to rational teaching, in line with the students' cognitive rules.
2, reading-oriented, reading experience
Reading is a means of understanding language and writing. The ancients said: "Reading a hundred times, its righteousness sees itself." Modern teaching practice also shows that correct, fluent and emotional reading can deepen students' understanding of language and characters, so that students can be infected from the reading of language and characters, thus cultivating students' sense of language and enriching students' language accumulation. At the same time, modern psychology research shows that correct, fluent and emotional readings fully mobilize students' eyes, mouth, ears and other senses to participate in learning activities, which can effectively mobilize students' enthusiasm for learning. Therefore, Chinese teaching must be based on reading, so that students can feel in reading. In this lesson, I consciously guide students to use a variety of forms to read and experience and experience in reading. There is a silent reading of the main information, such as finding a statement that expresses the psychological change of "I", the father wants "I" to put the fish back into the lake, "I" gets the revelation statement, etc.; there is a reading in the experience, Such as reading the psychological changes of "I" and the statement of the father's attitude. The guiding principle of the perception experience method is to conform to the characteristics of the text. The first is to use the overall feeling method. In the text, the characters of the father and "I" are full, the artistic conception is long, and the imagery is rich. When the first reading, the students are guided to feel the image of the father and "I" as a whole. The second is the role experience method. The text has a lot of ink on the role of "I". The father's role is not much, but the image of strict moral education for children is vivid, and the students are guided to experience in reading and perception. The third is to imagine the experience. To "I" once again cast a pleading gaze to his father, guiding the students to imagine: the son "begging" to his father, what would he say? The fourth is the empathy experience method. Father's "indiscriminate" guides students to empathy experience: You are the father, when your son casts a pleading look, what would you say "indiscriminately"?
3. Guide thinking and solve problems
The essence of reading is thinking. To guide students to learn to read, they must guide students to learn to think and learn to solve problems. In the teaching of this lesson, I guided the students' thinking with three questions, highlighting the key points of teaching and breaking through the difficulties.
Question 1: From fishing to big squid to putting the big squid back into the lake, what is the change in the mood of "I"? Grasp the main words and feel that it is difficult to give up the big squid that has already arrived;
Question 2: My father wants "I" to let go of the big squid that I have gotten, and my attitude is so determined. Do you not like "I"? Is he doing it right? It is also to grasp the main words and feelings and experience the father's strict moral education on "I".
Question 3, what is the revelation of "I" from fishing? Guide the above to understand the author's enlightenment, and use specific examples to guide students to contact life, let the students talk about when they encounter moral problems, such as parents are not at home, homework is not completed, they want to play computer; the teacher gave more When the score is over; when the salesperson finds you more money; no one on the road sees it, when you get the money... what will happen. The students’ thoughts were baptized and their oral expression skills were also trained. The understanding of "revelation" has been deepened by the abstraction of abstract concepts.
Through the teaching of this lesson, I feel that in the teaching process, students read less, most students do not speak in class, do not think, students have poor imagination, poor self-learning ability, do not develop good self-study habits, the meaning of the text The students of profound sentences are still incompletely understood. They will not talk to the actual life. The content of learning is rigid. In the future teaching, students should be guided to learn to learn, and they must learn to solve problems and develop good ones. Reading habits, and strive to improve the efficiency of classroom teaching.

Chapter 3: Reflection on the Teaching of Apocalypse of Fishing

"Apocalypse of Fishing" is a literary and beautiful article with deep humanistic morality, and it is very profound. For the fifth grade students, it is more difficult for students to learn from the story. The focus and difficulty of this article is "revelation", not simply "fishing" and "fishing". The statement of the change of "I" in the process of fishing and fishing is the focus of teaching. It requires both the experience and the emotions. The "revelation" is the difficulty of teaching and guides students to understand. In order to break through the difficulties, I designed the teaching like this:
I. Understanding the fishing This is the main problem that happened one night before the fishing open day. 1. I found the sentence that describes the change of "I" mood. 2. Find the sentence that describes my father's demeanor.
After the students found out these sentences, I asked the students to read them over and read the "I" love for the big squid, and realized that it was difficult to give up the big squid that had already arrived. The students are well analyzed and very thorough. For the second question, the students can quickly find the sentence, can understand that the father is strict with me, but can not understand that this strictness is actually a kind of love. Until I asked the students: "Does the father not love me?" The student said: "Love." I know that some students have no brains at all, and ask them: "How do you see love 'I'? Tell me about you. Reason." The children are speechless. Due to the time problem, I did not stay here more, and I introduced the text to the penultimate natural section.
Second, the understanding of the penultimate natural paragraph After the students read this paragraph silently, I asked the students to find out what the author has been inspired, and the students quickly found out that morality is only a matter of right and wrong, but it is difficult to practice. After the students read the text, I asked the students: "What is morality?" The student replied: "People's morality." There are also students who say the quality of people. I asked the students again: "When are we in our lives facing the choice of morality, or can we say that it is the quality of people?" When students say that they see garbage, when the school’s public property is bad, they also say that someone is seen. When doing bad things. I asked the students: "What do you do when you encounter such a thing?" Students of course say "active picking up garbage" "Seeing bad guys and bad things to fight against them." I assumed some things, such as: You are sick this day, very uncomfortable. Do you see garbage and pick it up? The student hesitated. I drew the words "practical difficulty". Next, I asked the students to read this text again and let the students talk about their feelings in real life. In this way, "morality is only a matter of right and wrong, but it is very difficult to practice." The understanding of this sentence is very easy.
After the text is finished, I think there are two other things that are not good:
First, did not learn to wait
The "understanding of fishing" section mainly allows students to understand the temptation of "squid" and make a difficult decision in the face of temptation. I only care about my teaching progress, and did not wait for the students to think carefully, and then carried out the next step of teaching. Students can't understand that father's sternness is a kind of love. I underestimated the past and ignored the participation of students.
Second, before and after the link is not appropriate or the link discussed above, if I can sum up and guide this "temptation" in time, let the students know that at this time "squid" is a temptation to understand the meaning of the word, ask the students: "If The father didn't care about him. What would the author do if he couldn't stand the temptation?" "After doing this, did he grow up in such a temptation to choose morality?" It is easy to understand that father's sternness is a kind of love. You can also quote our folk saying "Hour theft to steal the gold." Let the students understand.

Chapter 4: Reflection on the Teaching of Revelation of Fishing

"Apocalypse of Fishing" is a more profound text, which is more difficult for students in the fifth grade. The teaching of this text is to explore the teaching methods of deep and shallow teaching, that is, the texts containing profound humanistic philosophy, how to accurately grasp the teaching objectives, and how to optimize the teaching methods, highlight key points, break through difficulties and explain doubts, Make it easier for students to understand the ideas of the text.
1. Determine the teaching objectives of shallow teaching:
(1) The characteristics of reading teaching in the school segment are the main basis for determining how to teach:
In the second semester, the students' ability to read aloud has basically taken shape, language development has also been initially standardized, and the psychological mechanism of internal language has begun to mature. Therefore, the focus of teaching should be on the segmental training with silent reading and sentiment as the main method, and at the same time, speech expression and language sense training. Among them, verbal expression mainly refers to the brief introduction of the expressive ability of information in the normative language. The language sense training is based on the refined teaching of typical examples, taking the thoughts and emotions of the text as the background, and comprehending the effects and differences of different forms of speech expression. The second semester still needs to strengthen the reading of the teaching, but unlike the first syllabus, it is mainly through the reading of the typical sentences, the linguistic combination of the sentences, and the development of a good mental model.
(2) The focus and difficulty of the text should be determined according to the principles of shallow teaching:
The focus and difficulty of text interpretation is not necessarily the focus and difficulty of reading teaching. "The Revelation of Fishing", the focus and difficulty of the article are "revelation", not the fish in the fishing process. However, with the second semester reading the teaching objectives, the statement of the "I" mood change in the fishing process is the focus of teaching, which requires both the experience and the familiarity. "Revelation" is only a difficult point of teaching and guides students to understand.
(3) Students' psychological characteristics: "Educational Psychology" edited by Osubur, USA: "If I let all the educational psychology only be attributed to one principle, then I will say a word: the only one that affects learning. The most important factor is what the learner already knows. To find out, and to teach accordingly, it is very important to find out the psychological characteristics of the students. For students in the second semester, it is very difficult to understand the abstract moral concept. Only by connecting life and embodying the abstract concept can it be difficult to make it easy for students to feel the philosophies contained in the texts such as "The Revelation of Fishing."
2, the preferred combination of shallow teaching methods:
(1) Reduce the difficulty level:
When I started singing, the tone was high and it was difficult to sing. The same is true for teaching. In the beginning, the goal is set high, and the difficulty of teaching will make it difficult to carry out the teaching. The esoteric texts have a lower goal, and then gradually increase the requirements, so that students can learn more smoothly. When the title is unveiled, it is to guide students to pay attention to "fishing" or "revelation". The difficulty is different. If you focus on "revelation" from the beginning, and grasp the "revelation" sentence learning, it is from rationality to sensibility, and students will find it difficult to learn. Beginning with "fishing", I realized the difficulty of letting go of the fish and the seriousness of my father's education. Then I realized the enlightenment from the perceptual to rational teaching, in line with the students' cognitive rules.
(2) Reading-oriented, reading experience:
For esoteric texts, it is necessary to guide students to read more and to feel and experience in reading. Guided reading in teaching, there is a silent reading of the main information, such as finding out the psychological changes that express "I", the father wants "I" to put the fish back into the lake, "I" gets the revelation statement, etc. Reading in the experience, such as reading the psychological changes of "I" and the statements of the father's attitude.
The guiding principle of the perception experience method is to conform to the characteristics of the text.
The first is to use the overall feeling method. In the text, the characters of the father and "I" are full, the artistic conception is long, and the imagery is rich. When the first reading, the students are guided to feel the image of the father and "I" as a whole.
The second is the role experience method. The text has a lot of ink on the role of "I", and the image is vivid; although the father's role is not much, the image of strict moral education for children is vivid, and the students are guided to experience in reading and perception.
The third is to imagine the experience. To "I" once again cast a pleading gaze to his father, guiding the students to imagine: the son "begging" to his father, what would he say? The fourth is the empathy experience method. The father's "no indisputable" guides the students to empathy experience: You are the father. When your son cast a pleading gaze, what would you not argue with?
The essence of reading is thinking. To guide students to learn to read, they must guide students to learn to think.

Chapter 5: Rethinking the Teaching of Apocalypse of Fishing

First, to promote reading in the psychological activities of guiding students to experience "I", I encourage students to think about the sentence in the relevant sentence if they are the author's experience, and then improve the experience in the exchanges and discussions between teachers and students. For example, "I can't catch such a big fish anymore!" I argued loudly, and even cried out." The understanding of this sentence, the students experienced uncomfortable, sad, grievances, etc. These are very The experience of insights. Another example is to encourage students to express their opinions and arguing when they say what I want to say.
Second, grasp key words and sentences, and understand the language of the situation is the use of reading training, is the carrier of thoughts and feelings. In the classroom teaching, the teacher should grasp the key sentences of the article, let the students read, so that the students can understand the beauty of the language and the experience of the author, so that they are interested in the language and the emotion of reading. Therefore, in reading teaching, according to the degree of students' understanding of language and language, I propose corresponding reading requirements at different levels. I can't let reading stay at the same level, nor can I put forward too high demands. It should be gradually improved from shallow to deep.
Third, contact the actual, sentimental article in the text, the most difficult thing for students to understand is "what is the tempting 'fish'". The classmates used the discussion to find examples in life, and compared the image to understand the meaning of this sentence.
IV. Insufficiency and improvement measures In teaching, there are also deficiencies. The first is to guide students to read aloud. When students find relevant sentences, how can they improve the quality of students' reading? How to stimulate the enthusiasm of students to read aloud? How to achieve this goal with emotional reading? How to evaluate the results of reading? My understanding of these issues is still very shallow and needs to be considered and explored. The second is the difficult problem in the text. The third is the question of the emotional stimulation of students.
This is an article that can enhance people's character cultivation. How to make students receive a moral baptism, a scented and infected, emotionally shocked, which is weak in the classroom.