Unforgettable lesson in teaching reflection

Reflection on the unforgettable lesson :

This lesson is a skimming text. The text is about the victory of the War of Resistance Against Japanese Aggression. The author saw a scene in which a teacher taught children to learn the language of the motherland in a rural country in Taiwan, and visited the scenes of Chinese great figures in the auditorium and expressed the people of Taiwan. Love the deep feelings of the motherland and the strong national spirit. The classroom mainly teaches from the following two aspects:
Grasp the core question of the text: "What does the 'unforgettable lesson' mean? Why is it an 'unforgettable lesson'? It is closely related to the word 'unforgettable'." Let the students read the self first, and explore why the author is "unforgettable"; sketch the relevant sentences for comment, and then exchange and discuss the whole class, on this basis to guide the emotional reading of the key words. Pay attention to the evaluation of different methods, promote reading by evaluation, and improve the quality and level of reading. Through reading, understanding the main content of the article, understanding the emotions expressed by the author, and taking the opportunity to guide students to understand how the author specifically writes and how to express it. For example, in understanding the phrase “every word, every note, from their fiery heart”, I use the contrast of sentences to let students understand the words in this sentence, such as : The essence of the words "hot" and "truth". As the last rhetorical question in the article, I asked the students to change the emotions expressed by the two sentences by reading them.
Grab the main statement for reading. "I am Chinese, I love China!" appeared three times in the text, allowing students to read in the middle of reading, in the middle of reading, and in reading. Through various forms of reading, students are rewarded in reading--reading, so that the children feel the serious, affectionate, fiery and sincere heart of Taiwanese teachers and students; read, let the children understand the deep of the Taiwan people to the motherland Deep and rich love; reading, let the children experience the eternal love between Taiwan and the motherland; reading, but also let the children's simple patriotism boil! Reading, adding infinite charm to the language; reading, let the language class carry the surging of life; reading, so that the language class sublimated a heavy spirit. Reading, students are not only acquiring language knowledge, but also the love of the motherland. This kind of experience is irreplaceable by any teaching. Reading, students receive the best patriotic education.

An unforgettable lesson in teaching reflection 2:

The training focus of the unit of "Unforgettable Lesson" is to let students understand Chinese history, experience the thoughts and feelings of the article, and stimulate students' patriotic feelings. How to use this lesson to stimulate students' patriotic feelings?
In this class, I focused on the following points:
1. It can correctly interpret the unity of instrumentality and humanity in the language subject. In teaching, I not only let students read the main content of the article, understand the emotions expressed by the author, but also take the opportunity to guide students to understand how the author specifically writes and how to express it. For example, in understanding the phrase “every word, every note, from their fiery heart”, I use the contrast of sentences to let students understand the words in this sentence, such as : The essence of the words "hot" and "truth". Another example is the last rhetorical question in the article. I asked the students to change the emotions expressed by the two sentences by reading them. This is the unity of the instrumentality and humanity.
2, based on reading, for students to create a vast space for dialogue with text. Grasping the emergence of three different meanings in the text "I am Chinese, I love China", let students read in the middle of reading, in the middle of reading, and in reading. Through various forms of reading, students are rewarded in reading--reading, so that the children feel the serious, affectionate, fiery and sincere heart of Taiwanese teachers and students; read, let the children understand the deep of the Taiwan people to the motherland Deep and rich love; reading, let the children experience the eternal love between Taiwan and the motherland; reading, but also let the children's simple patriotism boil! Reading, adding infinite charm to the language; reading, let the language class carry the surging of life; reading, so that the language class sublimated a heavy spirit. In the classroom, I was deeply moved. As I read with my students: I am Chinese and I love China. At this time, my tears can't help but rush out. In this class, students are not only acquiring language knowledge, but also the love of the motherland. This kind of experience is irreplaceable by any preaching. Reading, students receive the best patriotic education.
Although this lesson is a skimming text, the students have experienced the strong national spirit and deep patriotism of Taiwanese teachers and students and the authors, and also enabled students to talk more directly with the text, so that classroom teaching returned to Chinese teaching. The ontology, that is, the generation of Chinese knowledge, the mastery of learning skills, and the emotional experience and sublimation, achieve the integration of the three-dimensional goal of Chinese teaching. What makes me most memorable is what the students said in their sentiments: The people of Taiwan are thinking about the motherland day and night. Although they are far apart, our hearts are closely linked together... The hearts of the children are sincere and touching. The words flow like a clear spring.
Of course, there are many regrets in this class. I summarize the following points:
1. The whole class is almost all down according to the teacher's presupposition. It does not promote the students' effectiveness, and the student's subject status is not reflected.
2, the time of class is delayed. The main reason is that although the attention has been placed on the stimulation of the students' feelings, but they have not grasped the degree of development of the students' feelings, so that they have not received good results and have delayed the time. This actually reflects its own shortcomings; the teaching art lacks "natural" and lacks solid ideological support.

An unforgettable lesson in teaching rethinking three:

In the previous lesson, "The Five Heroes of Langya Mountain," the students did not speak positively. Few people raised their hands and it was difficult to understand the emotions expressed in the article. Not only is the teacher tired, but the students are boring. Therefore, the teaching effect is not good. Therefore, I have a reason for this. This may be related to the fact that I did not dig deep into the textbook before class and pre-class. Therefore, I learned the lesson. For the "unforgettable lesson", I carefully prepared lessons before class; prepared relevant materials; introduced the background of the times to the students... I was able to make progress in the chest; I carefully guided the class and received unprecedented results.
This class made me feel deeply: the importance of preparing lessons before class is really great.
First of all, in teaching, I not only let students read the main content of the article, understand the emotions expressed by the author, but also take the opportunity to guide students to understand how the author specifically writes and how to express it. For example, in understanding the phrase “every word, every note, from their fiery heart”, I use the contrast of sentences to let students understand the words in this sentence, such as : The essence of the words "hot" and "truth". Another example is the last rhetorical question in the article. I asked the students to change the emotions expressed by the two sentences by reading them. This is the unity of the instrumentality and humanity.
Then, seize the three different meanings of "I am Chinese, I love China" in the text, so that students can read in the middle of reading, in the middle of reading, in reading, and in reading. Through various forms of reading, students are rewarded in reading--reading, so that the children feel the serious, affectionate, fiery and sincere heart of Taiwanese teachers and students; read, let the children understand the deep of the Taiwan people to the motherland Deep and rich love; reading, let the children experience the eternal love between Taiwan and the motherland; reading, but also let the children's simple patriotism boil! Reading, adding infinite charm to the language; reading, let the language class carry the surging of life; reading, so that the language class sublimated a heavy spirit, and finally let the students write my tears, what may I write? ? Write what you think and think. In the classroom, I was deeply moved. As I read with my students: I am Chinese and I love China. At this time, my tears can't help but rush out. In this class, students are not only acquiring language knowledge, but also the love of the motherland. This kind of experience is irreplaceable by any preaching. Reading, students receive the best patriotic education.
Of course, there are many regrets in this class. For example, the whole class is almost all down according to the teacher's presupposition. It does not promote the validity of students, and the student's subject status is not reflected.

An unforgettable lesson in teaching reflection four:

The "Unforgettable Lesson" is a skimmy lesson in the fifth grade. This text is about the victory of the War of Resistance Against Japanese Aggression. The author saw a scene in which a teacher was teaching children to learn the language of the motherland in a rural country in Taiwan, and visited the scenes of Chinese great figures in the auditorium. The Taiwanese people love the deep feelings and strong national spirit of the motherland. Looking back at the class, let me talk about my feelings:
First, the introduction of fun, can stimulate students' emotions
Due to the natural gap between specific history and reality, it is difficult for students to enter the text and enter the theme. Therefore, I first broadcast the beautiful scenery of Taiwan, with beautiful explanations, so that mobilizing students' visual and auditory senses can effectively stimulate students' emotions and make students feel that our country has such a beautiful treasure island, Taiwan, how much pride. Then, by understanding Taiwan’s history, it made up for their lack of perception of Taiwan. Such a beginning of the classroom can mobilize the students' feelings and set a tone for the study of the full text. From the student's reaction, the rational and effective use of multimedia can help the classroom to determine the emotional tone. This initial feeling also paved the way for the deep understanding below.
Second, the students questioned and grasped the main problem
Skimming the text is mainly to develop students' self-learning ability. It has a completely different teaching method from intensive reading. Generally, a class is arranged. In this only forty minutes, only the main problem of grasping the text can improve the learning efficiency. Therefore, before the class, I asked the students to prepare the text first. The students asked questions. The teacher helped the students to sort out the questions and asked the main question of the lesson. “Why is this a 'unforgettable' lesson?” For everyone to study in class. Before the class, the students also raised many questions, such as: "Who attended this unforgettable lesson?" "What is the content of the unforgettable lesson?" And so on, these questions are relatively simple, let the students self-learning process Solved in, and immediately feedback.
In this lesson, the phrase "I am Chinese, I love China" runs through the whole article, appearing three times before and after. It is actually the lyrics of this article, and it slams readers' hearts in one layer. This is the main line of the article, and it is also memorable. The root cause. Therefore, I grasped the "unforgettable" in teaching, closely followed the same sentence that appeared three times, and let the students understand, read, think, read, and read in the reading of the different emotions when the sentence appeared three times. Sinochem, let the students feel the serious, affectionate, fiery and sincere heart of Taiwanese teachers and students; understand the deep and strong love of the Taiwan people to the motherland; let the children experience the eternal and continuous separation between Taiwan and the motherland. Family; the students themselves have also received patriotic education. At the same time, this is also a guide to their extracurricular reading.
However, when I was teaching this lesson, I did not bring the class back to "Why is this a 'unforgettable' lesson?" The main question came up, and did not let the students complete the reasons why the author thought the lesson was unforgettable. The center of this lesson is still not outstanding enough.
Third, collecting information before class, communication is not a single factor
Before the course, the students were asked to collect information about Taiwan's "Recovery" in the 1940s, to prepare for the understanding of the text, as well as the materials of Confucius, Zheng Chenggong, Sun Yat-sen, Zhuge Liang and other great men in Chinese history. The use of materials is for our teaching, and it is to arouse the patriotic feelings of the students. However, after the students exchanged in this lesson, when the teacher did not make enough time to supplement it, the characters were repeated before and after the introduction, resulting in a lack of links. The teacher's introduction to the great man's language is not enough, and the students' feelings are not in place. The latter words are not in perfect condition. In addition to understanding the content of the text, we should also pay attention to the way of language expression. When students write and complete the communication, they should also comment on the language expression of the students so that the students can improve. So how do you make the best use of the materials in the classroom to make the most of it? This is still a problem that I am confused.
Fourth, skim the position of the text teaching teacher
Slightly reading the teaching of the text requires the teacher to talk less, let the students talk more, read more, write more, practice more, show more. Teachers should deal with detailed questions. When summarizing and summarizing, when it comes to promotion, it is necessary to explain and explain thoroughly when asking for learning. However, in the specific teaching, I have some rushes, I have talked too much, and the evaluation form of the students' responses is also somewhat simple. What I want to ask is how can we effectively evaluate in the classroom?

An unforgettable lesson in teaching reflexive five:

In this lesson, I mainly use: importing into the situation - self-study and understanding - reading the emotions - summarizing the classroom structure of the interpretation, thus completing the learning tasks of this lesson:
1. Understand the stories in the text and experience the strong national spirit and deep patriotism.
2. Know what content of the text is written around the thoughts and feelings to be expressed. Learn how to write this expression center.
3. Learn the words and new words in this lesson and accumulate common words.
4. Read the text emotionally.
In the teaching process of importing into the situation, due to the natural gap between specific history and reality, it is difficult for students to enter the text and enter the theme. Therefore, first of all, by letting students appreciate the beautiful scenery of Taiwan and understanding the history of Taiwan, the purpose is to make up for their lack of perception of Taiwan, and to mobilize the feelings of students, to set a tone for the study of the full text. In the subsequent teaching of self-study and enlightenment, I closely followed the main line of "I am Chinese, I love China", which deeply penetrates the emotions and develops listening, speaking, reading and writing. "I am Chinese, I love China" appeared in three different scenes of the text, forming the main theme of the text, thoughts and feelings, and the full text. Although it is a first reading, the overall perception of the text, but this sentence has left a deep impression on everyone. In the eyes of the students, it is enough to read the sentence as much as possible, but in fact the reading is different each time it appears. Arranging the students to read first, then the teacher is suspicious, forming a suspense, which is conducive to stimulating the students' desire to explore, and is conducive to guiding the students to concentrate on the text and essays. Read the emotions and grasp the three main links of "how to read - why - understand the truth" and understand the sentiment. Finally, sum up the situation and further patriotism education based on the current situation.