Reflection on the teaching of idiom stories

Part 1: Reflection on the teaching of idiom stories

In the past, in the teaching process of the school-based idiom story class, there were two problems that have puzzled me. One is to learn two idiom stories in one lesson. Time is not always enough, and sometimes only one story can be completed. Another problem is that every time I finish the story, I will let the students speak the meaning of the metaphor. Students often talk nonsense, because their understanding of the story is not in place, I will let them repeat the story, if the students are still not sure, I am afraid that the time is not enough to give the answer. Let the students hard to remember the answer.
In order to solve these two problems, I continued to explore the teaching methods and finally found a better teaching method.
In the past, I was letting students repeat the story or the full-text performance story, which delayed a lot of time. Now, I only pick the key parts that can reveal the original meaning and metaphor of idioms, let the students repeat or perform, and then design key questions for students to discuss and communicate. In this way, the students can easily say the original meaning and metaphor of the idiom. It is really a matter of course and saves time. It is a good method.
For example, the idiom story "The Burning Head" and "The Quiver" are from the same story. This person has a long story. If you repeat the text again and again, the time will definitely not be enough. I carefully analyzed and found that the words of the guests who made suggestions to the host in the story were the original meaning of the "traditional salary". The words spoken by the guests are the truths in the story. I will focus on these two paragraphs, let the students repeat, and draw pictures to demonstrate, so that students naturally sum up the original meaning and metaphorical meaning of "traditional salary." Then I passed the design question: How were those who saved the fire burned? What is their situation? It leads to the willingness and metaphor of the idiom. Finally, let the students use these two idioms to practice speaking. Due to the design of the problem, the task of teaching these two idioms was completed in half a class time.
In the second half of the lesson, I used the method of guessing mystery to introduce into the teaching of the idiom of “鹬蚌相争,渔翁得利”. Because of the novel method, the students feel fresh and interesting, and the enthusiasm is mobilized. I took the opportunity to let them perform in groups, reproduce the scenes of battles between 鹬 and 蚌, and let the students tell who wins and who loses, and lead the two sides to fight, and the result is that both lose and hurt, let the third party benefit from it, naturally say The metaphor of this idiom. And through the contact examples, students can deepen their understanding and be able to apply what they have learned.
The teacher from the county teaching and research section came to the lecture. I easily completed the teaching task. While letting the students understand the truth, they knew the source of the idiom, learned the meaning of the metaphor, learned to use it, and met the requirements of the teaching goal. Received praise from the lecture teacher.

Chapter 2: Reflections on the Teaching of Idiom Stories

The idiom story tells three idioms in "Contradictory", "Drawing the Dragon" and "Invincible" in a concise language. The seemingly simple storyline contains rich idioms. How to finish all three stories in two class hours? I decided to put the three stories together and arrange the first lesson to read the text to understand the story; the second lesson to study the story and understand the idiom. The teaching link strives to be simple, and the problem design is the key issue, so that the classroom teaching can truly achieve "simple and effective"!
When teaching "self-contradictory", I seized the reason why the spears were screaming? Leading out its contradictions, and then understanding the connotation of idioms. When I talked about "Invincible", I asked directly: What is the difference between the two emperors' hobbies in the text? The key to the story is solved in a clear and concise manner, so that students understand the consequences of being overwhelmed and educated. In the final teaching of "Drawing the finishing touch", I guided the students to compare the changes of the dragons before and after the opening of the eye, to expand the imagination and discussion, and to understand the meaning of the story. The whole class has clear ideas and students are also interested in learning. One of the important ways I want to improve the quality of classroom teaching is not to reduce the problem and avoid unnecessary question and answer to waste class time? In short, classroom questions must be effective, some are straightforward, some are gradually deepened, and some are jumping back and forth, making the classroom questions artistic.

Chapter 3: Reflections on the Teaching of Idiom Stories

The survey was delayed for one day. Today, after the completion of the two idiom stories, the overall situation is similar to the feeling of "self-contradictory": I want to teach, but I feel very boring after class. What is the problem? What should I do? After rethinking without results, browsing the teaching design of others on the Internet, I found that they are all similar, and my teaching is also very similar. In the postscript of the search, I saw the postscript of the lesson because of the teacher named "Lu Yongxia", which was called "famous teacher" by some netizens.
This postscript is divided into two parts: the first is the analysis of the teaching materials and academic conditions, as well as the general teaching ideas, and the second is the description and self-evaluation of the first two idiom teaching pieces.
I first read his analysis of the textbooks. Teacher Lu also had the same questions as me when reading the textbooks: "Look at the texts, straightforward, almost no training points, and these three idioms are familiar to the students. They can all say about the meaning expressed by idioms before class. So how should such content be taught? Where is the student's learning starting point? Where is the training point of classroom teaching? The excitement of student learning is Where is it?” However, through his further interpretation, Mr. Lu went from simple to deeper: “These three idiom stories, though seemingly the same, are described in the order of development of the things, but in the performance of the characters, writing The method is different. For example, the first story focuses on the character's language to express the character's 'boasting' and the characteristics of the words before and after the speech, thus creating the theme of 'self-contradictory'; while the second story is mainly Through the action description of the character, the result of 'indiscriminately' is expressed, such as 'drumming the gang, pressing the blink of an eye, pretending to blow, and actually getting one with others. More salary 'and' had escaped '; third story seized on an objective description of things to show before and after Monk Yao painted dragon eye-dotting, thus highlighting the crowning touch of magic "
After reading Mr. Lu’s teaching snippet, I found that many practices are just like what I did, but the difference is that I am aimless. The teaching of the three stories is too casual and there is no internal connection, and Lu’s teacher Before the full textbook interpretation, the whole teaching process is calm and conscientious because of the guidance of clear teaching objectives, and the teaching effect will naturally come out. In fact, many times, ordinary teachers like me don't go to class, but they don't have a clear and clear class. Teacher Lu’s post-teaching notes not only helped me to clarify the ideas and methods of this lesson, but also inspired me: teaching should be effective, teaching objectives should be clear; if the teaching objectives are clear, the teaching materials must be deeply autonomous. Interpretation.
Let's sort out what I have seen in the design or reflection of others, consistent with my teaching:
1. The first idiom story, "Contradictions", starts with "spear" and "shield", understands the subject words, and understands the story. The teaching of this whole story highlights the understanding and emotional reading of the characters' language.
2. When teaching "Invincible", I seized that "Nan Guo never boasted... I got as many sorrows as others." "Mr. Nan Guo had to escape." These two sentences lead the whole study. In the process of learning, let the students experience the different psychological changes before and after Mr. Nan Guo, imagine his inner thoughts.
3. The main style of teaching "Drawing the finishing touch" allows students to imagine the words of the characters through some words, such as "repeated requirements" and "amazing".
Although there are quite a few "thinkings", what I lack is exactly the "construction". In the future, I will learn to analyze the text in depth and "conceive" the teaching process to make the class more exciting.

Chapter 4: Reflections on the Teaching of Idiom Stories

The content of the eighth lesson of the tenth book is the three idiom stories. The content is "self-contradictory", "indiscriminate" and "finishing the finishing touch". The first two stories are very fable. The authenticity of the characters in the story is obviously untestable. Their code name is "There is a Chu people" and a Mr. Nan Guo who only keeps his surname. However, the human nature problem reflected in the story is common in both ancient and modern times. One is to achieve self-interest, regardless of honesty and self-promotion, resulting in untrustworthy, ridiculous results; one is for the sake of livelihood or personal interests, the fish are mixed, and finally can not continue to disguise and sneak away. The plot of the story has been simplified to the point where only the outline is left, and the characters created in the number of words are not full but have the power to reflect. In preparing this lesson, I am thinking about the truth in the story, just a little bit of it can be called out. So how do you make these forty minutes more valuable in the classroom, more obedient, and more?
Considering it over and over again, I decided to start with the characters. The characters in the story are very simple, just a symbol that represents a certain meaning. But the shortcomings and mistakes made by the ancients in the book are all possible today. So, is it more convincing to go deep into the heart of the character, think about what it thinks, think about what it thinks, and create a true and full-fledged character image in the child's mind, close to the character image, and push people by yourself? So the classroom began teaching in the form of narrative and discussion.
Take "Drug" as an example to simply record the passage of the class.
After uncovering the title, first recognize the word "竽", look at the type of characters, view the illustrations, and get to know the ancient instruments. Then explain the word "indiscriminate", and then help to understand the meaning of "charge". After the meaning of the topic is understood, the student is guided to ask a few regular questions about the topic, such as; Why do you want to make a lot of money? What is the result? What inspiration can we get from the article? and many more. These problems are not difficult, so they are solved by the students themselves. After each problem was initially resolved, it was connected to tell the story. Then continue the collective exchange discussion, the purpose is to guide students to use the "now people" to interpret and study the people and things in the text.
As discussed in Mr. Nan Guo, why do you pretend to be bragging, everyone’s thinking has begun to become active. Using the ideas of today's people to choose a career combined with the relevant words in the article to speculate, the results of our discussion are: 1, this work is relatively easy and quite decent, and may be higher, because "Qi Xuan Wang likes to listen to bragging"; 2. After a long period of investigation and careful consideration, Mr. Nan Guo believes that he can take advantage of it because "he always calls many people to blow together." Many people are not easy to be discovered. He still has some small cleverness. 3. In addition, he is also good at camouflage. "Whenever he plays, he drums his gang, presses his eyes and pretends to blow." This is the result of his careful observation and successful imitation. 4, he also has to support his family, but there may be no other skills, and he is afraid of hardship, so I want to take a risk.
Then, I asked the students to imagine the scene of Mr. Nan Guo’s first disguise. Some said: "He is also very nervous, afraid to be discovered. But be forced to calm down, avoid wearing a gang." Some said: "He will not be very nervous, because he has discovered from the process of mixing in, Qi Xuan Wang certainly does not I will see him, and the people around me will not be idle, maybe there are people who are as full of people as he is." Anyway, the first time Mr. Nan Guo was successful, he got the money. The design of this link is actually to let students understand the luck of people when they make such mistakes. And the smug, self-righteous idea when the error is not discovered. This is human nature, and everyone will have such a reaction. The result of this discussion is exactly what I want - to let students think about themselves from the characters in the text and review themselves. Then we continue to imagine the smug look of Mr. Nan Guo after he got the money. Let the students turn the ideas just discussed into words and speak and train. "What does he think, how to do it, what decisions are made." Pay attention to the logic of expression, and explain the causes and effects in a structured way. This speaking training is actually a summary of the upper part of the story.
Keeping up with the students' speeches, I use such a passage to transition the teaching link: "Indeed, many people in today's society are good at disguise, they will also be clever and have gained certain benefits. But such untrustworthy behavior can always be installed. Go on?” The story continues to develop and our discussion continues. Qi Xuanwang died, and his son was in the throne. When Mr. Nan Guo heard that this new king liked to listen to each other, what would it look like? The students continued to walk into the heart of the character, in the form of role performances, expressing the tension, irritability, and fear of the text, such as the ants on the hot pot. This section is also designed to give students a deeper understanding of the characters' mistakes. Then other students said a brilliant word to the characters in the text to help Mr. Nanguo understand the mistakes and correct the mistakes. At this time, such as "cheat for a while, can't lie for a lifetime." "Real talent can benefit for the rest of his life." "Wrong to change, it is not too late" and other wonderful words naturally appear in the students' language. In this way, the two teaching objectives of language training and ideological education are basically achieved. The class is relaxed and humorous, the students are enthusiastic and they are wonderful. It feels very good. The homework is to continue to write this story, asking for the different developmental outcomes of the story from the character's character, the possibility of thinking.
Conversation with the humanity of the characters in the text makes the classroom very lively. The character image is not a symbol, it becomes a person around, or it is oneself. This kind of language training comes from the heart. This kind of ideological education can touch the heart of the child.

Chapter 5: Reflections on the Teaching of Idiom Stories

After class today, how do you communicate with the teachers of the same grade how to make a good idiom story?
Recently, I have been in three idiom story classes, which I like from the perspective of students' reaction. Some students are quite interested in idioms. Today, the class teacher said that when two students were telling a story, he couldn’t wait to see another story.
Of course, such information is said from one side, I am not attractive enough, and the student’s listening habits have not yet been developed. From this point of view, teachers still need to change the teaching methods. I think that the teaching of "idiom story" is not only for students to remember a few idioms, to understand their meaning, but more importantly, through teaching, they can cultivate students' interest in accumulating idioms and love reading, thus broadening the channels for learning Chinese. .
However, how can we achieve this goal by teaching? When teaching, what should teachers be preparing for class preparation? What level must I prepare?
For me, many idiom stories are also the first to read. Although the characters are not too strange, they are not familiar. It can be said that this is also a challenge for me. However, I really like this challenge. Therefore, I have to read more than a dozen idiom stories every day, and I have to find out many of the uncommon words inside. I have to check their history for the characters mentioned in them. How fun is this preparation lesson, I grew up with the students?
However, as a teacher, you must be more clear about what your purpose is? What do you want to give to students? What do students learn through your teaching? Only when we think about it, can we consider their learning from the standpoint of students. When I was communicating with teachers at the same level, we once again clarified the idea of ​​idiom story teaching.
First of all, teaching should be light and heavy, and it is not possible to use average force. In other words, we must have a brief talk.
Second, students must be familiar with each idiom.
Again, there must be a set of words, or a sentence, or a lyric.
Finally, it is necessary to have a practice, and let the students implement it in the pen.
Next week's idiom story teaching will be centered around this idea. If you feel uncomfortable after the test, you still need to adjust it immediately. If you are a student in the class, you can talk about your feelings and I will think about it. If you are a parent of the class, you can also communicate with the students and let me know your point of view. I will carefully consider it. If you are a teacher at a foreign school, please also talk about your point of view, we can communicate.