Give tree teaching reflection

Part 1: Rethinking Tree Teaching

"Give Tree" is a text with deep humanistic feelings. Focusing on "giving" to teach, so that "love" is the main feature of the teaching of this class. When designing teaching, I focused on the humanistic spirit embodied in the text experience text.
First, the fun import
Before class, I used the method of guessing the festival for a day to introduce the classroom and create a teaching situation that I want to integrate with the story Beijing.
Second, close the subject, start teaching
The teaching starts from the questioning topic, the students ask questions, and the teacher summarizes two leading questions: What does “giving” mean? "Give the tree" is such a tree? Guide students through a variety of means to solve these two problems. Students are infiltrating emotions with the layered perceptual text of the problem-solving process.
Third, progressive, grade "giving"
The process of taste "giving" is the process by which they are educated in love. In teaching, I arranged three steps:
The first product is "giving". Understanding the word "giving" is difficult for third-year students. In order to let students have a direct perception, I designed three links to give the first product: First, rely on the intuitive feeling, try to "give"; second, combine life experience, talk about "giving"; third, contact the text, Understand "giving." In this session, I asked the students to find the relevant sentences in the text and to show each other's mutual giving by reading the texts on the basis of their own life experience. For example, "I gave each child twenty dollars." It can be seen that this is the mother's giving to the child; from "You give me a hint, I let you touch the pocket, and let others guess what gifts they bought." It can be seen that this is the mutual giving between brothers and sisters and so on. In the end, the natural beginning of the student’s “giving” is the meaning of “send, give”.
Fine "give". In the process of solving the problem "What kind of tree is 'giving the tree'?", I asked the students to read the text again and find a sentence in the text that was given to the tree. Guide students to imagine the word “always looking forward”: Why do little girls look forward to getting dolls? She hopes that the doll can accompany her to do something? The student can't help but say: "Because the little girl is very poor, I can't afford a doll, so I hope to get a doll." "Because she likes it." "Because she is very lonely, she hopes that the doll can accompany her day and night and play with her." "Feeling the little girl's eagerness to get the doll." Then, let the students once again imagine "What will the little girl write on the card?" Then expand the blank space of the text and lead the students into the deepest part of the text. On this basis, when the student answers “What kind of tree is 'giving the tree'?”, it is logical to say that “giving the tree is a tree that fulfills the dream and fulfills the wish.” A tree that makes people wish."... At the same time, they also feel the meaning of "giving" in a deeper way - people get what they want. When Jinya’s money is only enough to buy some cheap lollipops, what is her mood? I asked the students to imagine what Jingia would think at this time through the key words "silence and silence" and "head down" and experience the difficult contradiction of Jin Jiya's choice. Therefore, the taste of "giving" is not only to send, give, to make people wish, but also to give up, lose.
Re-product "giving". This part is done by intensive reading of the last paragraph of nature. After reading this paragraph, let the students experience the mood of the mother when they hug, and compare the mood changes before and after the mother. Then came up with three questions: What did the little girl get? What did Jinji get? What have we got? Progressively, the deeper meaning of “giving” is summarized in the answers to these three questions.

Chapter 2: Rethinking Tree Teaching

Christmas is the most important holiday in the West. It is a day of love flowing. In such a special festival, a little girl is eager to have a doll's wish, and another little girl, Jinji, who has never met, realizes her. This is a beautiful story.
I remember that Teacher Jia Zhimin at the Foreign Languages ​​School of Taiyang also used this lesson to demonstrate. However, because of the serious problems that students read aloud, Mr. Jia focused on how to guide students to read the text and guide students in writing. The students I met today are exactly the same as the students facing Teacher Jia. When I was studying this lesson, I paid special attention to guiding students to have some words in the text to guide students to understand. The teaching effect is good. For example, in the third paragraph, “The children are happy when they go home. You give me some hints. I let you touch the pockets and let others guess what gifts they bought. Only the eight-year-old daughter Jin Jiya is silent. Through the plastic pocket, I found out that she only bought some lollipops - a lot of lollipops of fifty cents! I was a little angry: what did she do with this twenty dollars? Jingia’s silence is self-blame, and the brothers and sisters are elated. From the comparison, there is a question, how can such a kind-hearted child spend money and spend her money? Ask the students to read the text again with questions. From the fourth paragraph, we can find the answer: "But mother, we have so many people, we have received many gifts, and the little girl has nothing." Living "but nothing" further understands that the little girl has nothing compared to us. Let's talk about what we have, then enclose it in brackets, telling everyone that these little girls are not there, comparing the pitiful helplessness of the little girl with the goodness of Jinjia.
There are some words that appear to be simple but have deep meaning in the text. Such as "goodness" and "benevolence", it has a deep meaning. What students can realize is that "the heart is pure and pure", "sympathy, love and help people's thoughts and feelings" can be done, it is not appropriate to make a deeper explanation. . Some words require teachers to guide students to understand in the text. For example, students may know that “sharing” means “to enjoy with others”, but the teacher can further ask the students: “What do the characters in the text share? "Guiding students to understand is to share gifts and share happiness, and Jingia also shares love with a strange girl.
The last natural paragraph of the lesson is the difficulty of this lesson. When I understand the meaning of the sentence, I ask: "Why does Mom say that Jinji also gave us kindness, kindness, compassion and consideration?" The students answered this question more. Jingia gave us a lesson with her own actions, let us understand the basic moral principles of getting along with others.

Chapter 3: Rethinking Tree Teaching

"Give the Tree" is an intensive reading in the eighth theme unit of the third year of the People's Education Edition, "Dedication of Love", which tells a story of warmth and tenderness. The text runs through love all the time, and there are deep humanistic feelings everywhere in the lines.
The teaching starts from the questioning topic, and the students ask questions and summarize two leading questions: What does “giving” mean? What kind of tree is "giving the tree"? Guide students through a variety of means to solve these two problems. It is the process of problem solving that students perceive text and understand text layer by layer.
First, grasp the subject of the text and lead the students to the in-depth text.
This article describes the story from the perspective of the mother "I", through the "I" observation, psychological changes and behavior to the good quality of cash Gia. In particular, through the child's practice and "I" began to misunderstand Jingia, set off the beautiful heart of Jingia. There are many kinds of love in the text: Jingia gives love to the mother, loves her brother and sister, and gives love to strange girls. The text mainly shows Jingia's love for strange girls, that is, understanding and sympathy, so I use this love as the key to deepen the text. In addition, in the classroom teaching, I will properly handle the textbooks, “details are slightly, slightly detailed”, and expand in the blank space of the text to lead the students into the deepest part of the text. Giving is happy and happy. This is the subject and the soul. I propose that "what can this tree be called a tree? What is the name?", allowing students to read texts and comprehend texts in multiple, multidimensional, and multi-angle ways, while transcending the text and feeling the words behind Jinjia. A kind heart, kindhearted heart, kind of sympathy and thoughtfulness, leading the students to feel the inner world of the characters in the text, let the classroom teaching process become the process of free movement of the students' minds, and become the process of students' emotional self-nourishment. Be a natural and generous process for students.
Second, grasp the text and guide students to ideal image
In the teaching design, I designed such a link: When Jingia stood under such a magical "giving tree" and saw the girl's card, what did she think of? This aspect of design is mainly for the purpose of understanding the protagonist's psychological activities to help students better understand the behavior of the protagonist and feel the emotions in the text. At the time of design, I fully considered the comprehension of the third-grade students, and the thoughts of Jin Jiya could not be achieved in one go. So I divided this link into a few steps according to the language of Jin Jiya in the text. The first step: When I saw the wish of the little girl on the card, what was Jinji’s first reaction? Step 2: Thinking about why Jinjia’s voice is low, why is it sad? So that the students know that Jin Jiya still thinks of his family under the tree. Step 3: What is the reason why Jinji finally chose a girl? So let the students know the decision of Jingia. The description of this psychological activity is fully linked to the text of the text. Finally, I present the "contact text imagining" to inform the students how to imagine. From the perspective of teaching, students use the text as a carrier to carry out reasonable and complete imagination, and the effect is good.
Third, say writing extension, sublimation emotion
The expansion and extension of the theory is a catalyst for enlightening students' thinking and cultivating students' innovative ability. The expansion and extension of writing is the ladder for students to master and apply knowledge. Chinese teaching should reflect the training of “listening, speaking, reading and writing”. Therefore, in the teaching design, I designed some aspects of speaking and writing. After understanding the phrase "always hope", I showed the sentence "Morning, she hopes -; at noon, she hopes -; at night, she hopes -; ..." let the students imagine and speak, thus understanding the meaning of hope To further understand the little girl's desire to have a doll. After studying the text, I asked the students to make a small pen and let the students write a few words of thanks for the little girl. This deepened the understanding of the text and also sublimated the emotion. I also designed a sentence sentence "When will you do it?" Let the students contact themselves to talk about what they have given others, and then connect the content written by different people into a small poem. Students like to do it.
I saw this sentence in an article and deeply touched me: "A classroom is a home for the soul to dance." I also want to say that a class is a given tree, which is full of trees. The students and students explore each other and explore each other's fun. This tree will also bear the fruits of the common progress and growth of teachers and students!

Chapter 4: Rethinking Tree Teaching

"Give Tree" is a text with rich humanistic feelings. The education of love is the teaching theme of this text. We can feel that teaching around the word "love" is the main feature of this class. In the teaching process, the teacher grasps the understanding of the three key segments and digs into the text.
Highlights:
1. Understand "giving"
In fact, "giving" is the meaning of a tangible gift and an invisible help. It is precisely because the teacher allowed the students to understand the word in the first place, so it also paved the way for the question of “What do you mean by giving in the text?”, so that students can accurately understand and Search.
2, experience "giving."
In order to have a deeper understanding of what Jingia has “given”, the teacher first let the students experience the little girl’s desire to get the gift. So she started by understanding the word "hope", what is 'always looking forward to'? Imagine "Why does the little girl look forward to a doll wearing a skirt? She is looking forward to what the doll does?" Guide the students to realize the eagerness of the little girl looking forward to the gift. In fact, this doll is not only a toy, but also a friend who can accompany her, listen to her words, and bring her warmth. Therefore, students can deeply understand that it is a kind of happiness, a kind of love and a kind of love that Jinjiya “gives” to the little girl.
3. Create a situation, expand and extend
The article did not introduce what the little girl wrote on the card. In order to make the students and the protagonist of the text, Jin Jiya, resonate psychologically, create a situation in the classroom, expand the content, present the wish card, and match the music to let the students read the above content. Through the reading of vivid and emotional sentences, the students' compassion is stimulated. On this basis, I went to read the sentence of Jin Jiya, and talked about the new experience. In the process of speaking, the students’ minds were shaken, and Jin Jiya resonated emotionally and realized the dialogue between students and the text. It subtly gives the characters in the text a fresh vitality and enhances the students' humanistic qualities.
4, pay attention to the sublimation of emotions
Finally, the teacher is actually a way for the students to improve the emotionality of the article by asking the students to answer “What kind of tree is the giving tree?” that “giving the tree is a tree that fulfills the dream and fulfills the wish. "Give the tree a tree full of kindness and love."
5, the design of the board is exquisite.
Grasping the important content of the article and presenting it in a vivid image.
Suggest:
1. Extension of the meaning of "giving"
In fact, "giving" is not just giving, giving, and making people wish, but also means giving up and losing. When the text mentions that Jingia’s money is only enough to buy some cheap lollipops, she “silences” and “heads down”. She is ashamed and uncomfortable when she speaks, indicating that when Jinji made a choice. Difficult contradictory mood. Whether the teacher can dial "giving" here is actually bringing happiness to others on the basis of giving up and losing something. This way the students' understanding will be more profound.
2, the way of reading aloud can be more words
In the teaching of this lesson, there are basically two ways of reading aloud: the teacher guides individual children to read aloud and read aloud. In fact, you can intersperse some group competitions, boys and girls, etc., to stimulate students' interest and emotions. At the same time, give students a little more time to read and improve their reading ability.
3. Diversity and rationality of teacher feedback.
In this class, the feedback from the teacher after answering the question is very timely, but it is relatively monotonous. It would be better if you could give a targeted evaluation based on the student's return home.

Chapter 5: Rethinking Tree Teaching

Giving is happy. In the language class, the children deeply understand everything that Jinjiya brought to us! Some children were moved to cry in the language class, and some children sobbed in the whisper, because they had resonance, all of them were very moved.
Keep this story going, let this move continue, this is what I want to do. In the design of teaching, I used the aid center appearing in the text as the carrier of the story, using the emotions accumulated in the language classroom for teaching. In the classroom, the performance of the students made me realize that happiness is no longer a burden, but also a responsibility, a conscious activity.
In this integrated classroom, I have a new understanding of this teaching model.
First, use the relevant video and music resources in the classroom to stimulate students' interest in learning
The story takes place on Christmas Eve, where students enter the classroom in a cheerful Christmas song, and the environment gives students the opportunity to blend into such a classroom. Immediately after the Christmas video was broadcast, it attracted the attention of the students, and their hearts naturally blended into the atmosphere of Christmas happiness. Therefore, the rational use of music and video resources is one of the effective teaching methods to stimulate students' interest in learning.
Second, use the situation resources created by the language class to collide with the students' inner feelings
Reading the wishes of a strange little girl, this is a very touching part. In the language class, I deeply touched the students. When this link appeared again in the information class, the children's hearts were collided again, and their hearts resonated with the hero's heart in the article, and they touched their hearts. With emotional teaching, there must be an emotional trigger point, and scenario migration is a good way.
Third, the use of the regenerative characteristics of the story to achieve effective integration of curriculum resources
The integration of story articles and information technology has created a problem in task setting. After thinking, it is found that the integration can be based on the characteristics of the subject. The characteristic of the story article is regenerative. When thinking about these three words, the inspiration comes into being. Using the “Aid Center” department to rewrite the story, the information technology and language classroom have a new combination of opportunities.
The deepest feeling in this teaching is that I did not say: "What are we going to do today, what are we going to do..." But the children said, "What are we going to do..." The new curriculum concept emphasizes the realization of teaching content. The way of presentation, the way students learn, the way teachers teach, and the way teachers and students interact. This may be a change!