Reflection on the teaching of golden fish hooks

Part 1: Reflection on the teaching of golden fish hooks

I remember that I was quite prepared for this text. It was very late to study the textbook the night before. This is a skimming text that requires a class to end. It is difficult to complete the teaching task in just 40 minutes, and this text is relatively long. How to do? Grasp the key points and difficulties of teaching and select the teaching content! First of all, I have arranged the students to preview the text in advance, solve the problem of understanding the new words, and read the text correctly and fluently. Secondly, there must be a choice between the content of the teaching, and it is not possible to cover everything. In the teaching, the teaching content should be chosen according to the students' difficulties.
In the beginning, a simple one or two sentences cut into the text: Ching Ming Festival, we remember the martyrs, they are our happy life with their blood and life; on the way to the 25,000-mile long march, In the grass, there is a touching story - "Golden Hook". I asked students to work with me on the subject of the book; how to read the question, which word should read a little more? Students say "golden" and some say "fish hooks". I asked them to try to read them. They found that they should reread "golden." What problems do you have when you see the topic? Some students raised their hands and asked: "Why is this hook golden?" Another classmate asked: "Why do you use 'golden fish hooks' as a topic?" I praised them for dare to ask questions. Then, I went to the first reading to understand the general idea and put forward my own confused stage. I gave the students a fuller time, about 10 minutes. The enthusiasm of the students to summarize the general idea is not too high, only one or two raise their hands. Let the students ask the confusion in their reading. One or two students repeated the problem when they first presented the topic, that is, the understanding of the last sentence of the text; there are two other questions that are the understanding of the sentences in the text: 1. I picked up the enamel bowl and thought that the bowl was heavy... Why is there a heavy weight? 2, or this section, the last sentence "...The last sentence is severe, meaning only I know. What does this mean? These two questions I let students contact the context of reading, and then the group work together to learn to solve. Another question Yes: "I, I have already eaten it. I saw that there was still no food in the bowl, and it was a pity to throw it..." What does this last ellipsis mean? One student thinks that the meaning is not exhausted, and the other student immediately opposes it, saying that the speech is interrupted because If I interrupted, it should be the omission of speech. I affirmed their point of view at the time. But now think about it, it should not be the meaning of the language, the second view is more valid. The students' problems are solved. There are only 4 minutes left. My pre-set questions have to be put on hold. For example, the text is to grasp the old squad leader to express his spirit? Read the most touching place in your heart.... Finally, I went back to the last section of the lesson and ended the teaching of a class.
I am thinking about how to choose the teaching content in the text. How to improve the efficiency of classroom teaching? How to deal with the questions raised by students? Is it all solved in the classroom, or is it partially solved? For example, today, all the students’ problems are solved in the classroom, and some important teaching contents that are preset by themselves are delayed. It seems that if you want to see the questions raised by the students, you should sort out and merge their problems. For individual problems, they can be solved outside the classroom. It is necessary to integrate the student's problems with their own presuppositions. This requires teachers to have flexible teaching wit, and I still have not done enough to further improve.

Part 2: Reflection on the teaching of golden fish hooks

This text is vivid and touching. The author grasps the characters' language, movements, and demeanor to carry out detailed descriptions to reveal the sublime inner world of the characters. The author's language is simple, like a story, according to the order of development of the story, expressing the deep nostalgia for the old squad leader. The intention of selecting this text is to make the students receive the high quality education loyal to the revolution and self-denial, and the second is to further train students to read quickly and improve their reading ability. Therefore, I pay attention to the following aspects in teaching:
1. This article describes a touching story that happened during the Long March of the Red Army. Therefore, in this lesson, I will let students inspect the historical materials in advance, understand the background of the story, and lay the foundation for understanding the noble qualities of the old squad leader. Let the students contact the "Long March" poems written by Mao Zedong, and talk about the Long March time, the provinces passed, and some important battles according to their own understanding, so that students have a better understanding of the Long March.
2. This article is long and has a strong story, so I consciously trained in fast reading. When I first read the text, I asked the students to look at it quickly. I thought about it quickly. When I read it, I thought: What did the text write? The title of the text is "Golden Hook". Is this hook really golden? Why did the author say, "On this fish hook that is covered with red rust, glittering with a golden glow?"
3. After initially understanding the content of the text, I will let the students read the deeper parts more emotionally and read them a few times. After that, organize students to communicate, read the most deeply felt part to everyone, and talk about why they were moved. I give guidance on reading aloud at the right time, and use the vandalism to move the child's heartstrings, open the students' minds, and make the teachers and students and the authors emotionally resonate.
4. The author of this text grasps the narration of the characters' language, movements, and demeanor, revealing the lofty spiritual realm of the characters. In teaching, I consciously set up a bridge between students in reading and writing, guiding students to read from school. For example, the text of the old squad leader has been described several times in the text. I have drawn the relevant sentences from the text, and I think about the differences between the expressions of the old squad leaders. What can you feel from it? So that students can understand the role of demeanor in reflecting the spiritual quality of the characters.
5. At the end of the teaching, I virtualized a scene of visiting the Revolutionary Martyrs Memorial Hall. I asked the students to explain the story of the “Golden Fishhook” to the people who came to visit as the commentator. When explaining the explanation, let the students pay attention to the following points: the description of the narrative should be clear, and the narrative method can be used for narrative. For example, "Friend, this is a fish hook that is covered with red rust. It is also an extraordinary hook. This is a common hook that has saved the lives of three young Red Army soldiers. This is this. The red-rusted fish hook contains a very touching story..." Pay attention to the scenes that touch the text, and render the story's situation, so that the audience resonates emotionally.
6. After completing this lesson, students will be deeply moved by the lofty revolutionary spirit of the old Red Army. So I will introduce some touching stories on the way to the Red Army's long march, stimulate students' interest in reading, and ask students to continue collecting long story stories and organize a long march story to keep students in mind.
In the teaching of this text, I respect the multi-interpretation of students, and guide students to imagine the hardships of the Long March and the inner world of the characters. Respecting the diversity of students' personality is one of the concepts advocated by the new curriculum. The students expressed their feelings, and the communication also deepened the students' excavation of the text.

Part 3: Reflection on the teaching of golden fish hooks

Teaching "Golden Hook", let me try a little success in the new curriculum. In the course of teaching this lesson, I paid special attention to reading aloud, asking students to find out the deepest part of the reading and to explain why they should read it.
In teaching activities, I also express my opinions from time to time. When I read "The old squad leader, you ate! We will carry you out of the grass," I said: "Why did the old squad take care of the three wounded people out of the grass and squid their bones until the eyes are invisible? I groped for the wounded to dig wild vegetables, and he exhausted all his life for the wounded. If you are a wounded person, how do you feel this time, let me try it again!" I choked and read: "Old squad leader You eat! We will lift you out of the grass!" At this time, the classroom was very quiet, and I saw some students rubbing their tears.
At this time, I went on to say: "The old squad leader's hand hangs down. He runs out of life. He looks out of the grass. He can't move, and can't take care of us. What kind of feelings should you use at this time? Calling him?” The students couldn’t help themselves: “The old squad leader—the old squad leader—” The call was sorrowful, and the reverberation echoed in the classroom for a long time. At this time, I asked again: "Why do you call it more?" "We hope that the shouting can call back the old squad leader. Only by reading this can you express your gratitude to the old squad leader." I am proposing that the whole class stand up. , affectionately mourn for the old squad leader.
Affectionately sent from everyone's heart, affection also touched everyone in the classroom. Grasping this part of the reading, let the students say it well, deepen the sentiment, and the teaching effect has been clear at a glance. From this, I feel that the article with both beautiful and beautiful emotions should not only be read, but also read the feelings and read the charm. In order to make students really benefit.
I think the good practice of this class has the following points:
First, the problem is designed to be targeted. This class is long and has a strong work. I opened up a boring analysis and directly grasped the most emotional words and donated a lot of expressions. I only designed two questions for the whole class:
1. Read the lesson and read the most deeply felt places several times.
2. Read the deep feelings to everyone and talk about why you are moved.
These two questions give students the cherish, think, and express the greatest space. Students have the opportunity to speak freely, stand on their own feet, and receive good teaching results.
Second, fully give students the freedom to complete the class, the students independently put into the reading practice, better than once again, the sentiment is deeper than once.
Third, the teacher's deep reading of the reading of the teacher of the model has a decisive role, especially for the text can only be intended, can not be said "meat", "magic", "style", etc., passed to the students through reading, can receive To demonstrate with sound, to express the effect of qing.

Part 4: Reflection on the teaching of golden fish hooks

Through online training and learning, riding the spring breeze of my county curriculum reform, I went to a teaching reform class - "Golden Fish Hook". After I finished, I felt a lot.
"Golden Fishhook" is a skimmy text depicting a touching story on the way to the Red Army's long march. The text uses "Golden Fish Hook" as a subject, which is of profound significance. The "fish hook" records the heroic history of the old squad leader, shining the golden brilliance of the old squad leader, symbolizing that the lofty revolutionary spirit of the old squad leader is immortal. The teaching goal of this paper is to let students understand the thoughts and feelings of the text, and to be loyal to the quality education of the revolutionary self-denial. The learning author grasps the character's language, movement and demeanor to show the inner expression of the character. Train the ability to briefly retell the story and improve the students' language skills. The focus of this article is to understand the thoughts and feelings contained in the article. The difficulty is to understand the meaning of the phrase "on this fish hook that is covered with red rust, sparkling with brilliant golden light."
In order to complete the teaching task well, I used the "autonomous five-step" teaching mode to teach. The specific steps are as follows:
First, the interest is clear. For this part, I did this. First, ask the students to recite the "Seven Laws and Long March" written by Mao Zedong, and then ask the students to talk about the time of the Long March, the provinces and some important battles, on the basis of the students' understanding of the Long March. The teacher makes a summary to lead the topic and propose learning objectives.
Second, independent learning. In this session, I carefully designed four questions based on the actual situation of the students, allowing them to learn independently. In the process of self-learning, members of the group can discuss each other for 8 minutes. These four questions are like this: What is written in the text? The title of the text is "Golden Hook". Is this hook golden? Why did the author say: "On this fish hook that is covered with red rust, there is a brilliant golden light shining?" What content of this article makes you deeply touched, find out, and talk about the reasons that make you move. Find out the statement that describes the old squad leader and talk about what you have learned from it?
In this session, students' learning is very high, and the discussion is very enthusiastic, in stark contrast to the usual dead class atmosphere.
Third, cooperation and display. In this session, I asked the students to send a representative to the group to showcase the results of the group's self-directed learning. The teacher gave appropriate evaluation. This session provides students with a platform for free play and self-display, so that students can speak freely, so that in the classroom, students have the desire to show themselves, sparking the creation, and establishing self-confidence in learning. As it turns out, students’ performances are surprisingly good, and their speeches can be described as “smart words”.
Fourth, the test in the hall. In this session, I designed a question to train students' language skills. The title is this: In the Revolutionary Martyrs Memorial Hall, the golden fish hook is displayed. You are a commentator. Please tell the people who came to visit the story of the "golden fish hook". This design not only allows students to deepen their understanding of the subject of the lesson, but also trains students' retelling skills. As soon as the students saw this question and their mood was high, they all wanted to come up and try it. Some students explained the explanation very well. One of the students started like this: friend, this is a fish hook covered with red rust. It is also an extraordinary hook. This is a red rust hook that contains a very touching accident... Student The performance reminds me of a scientist's sentence: give me a fulcrum, I can pick up the whole earth. I think students can also be proud to say: Give me a platform to show myself, I will perform very well.
Fifth, improve the summary. This link is both a general assessment of the teacher's situation and an extension of the class. When the students talked about their gains in this class, I summed it up in a timely manner and made a request. I said this: On the way to the Long March, there are many touching stories. Please ask the students to collect some after class. We are going to organize a long march story. A few days later, the story will be very successful, and the students will come to power and vie with the stories they have collected.
From the above facts, the use of the "autonomous five-step" teaching mode not only gives the classroom initiative to the students, but also improves the efficiency of classroom teaching. In the past, when I was on such a text, I either asked the students to read the texts themselves to solve the after-school exercises, or they would directly tell the students the answers to the after-school exercises. There are many drawbacks in these two methods. The former is blindly letting students increase the difficulty in reading texts and doing exercises. The understanding of the text is not enough in-depth, and often cannot answer the questions accurately, once, twice... always No, the result hurts the students' enthusiasm for learning; the latter does not give enough time for students to read and think, just passively accept the answer, do not know what is said in the text, what is the meaning of the question? Over time, students develop lazy ideas that rely on teachers to answer their answers. They no longer actively read texts and think about after-school exercises. The use of the "autonomous five-step" teaching mode avoids this drawback.
In addition, in the teaching of this class, I also found my own shortcomings, that is, in the classroom, there is no space for students to question. In this way, students are not so active in learning knowledge. I remember an educator once said: If the students have no doubts, no confusion, no demand, then the teacher's inspiration will not take effect. Therefore, I feel that to make students truly become the main body of the classroom, as a leading teacher should also give them the opportunity to question.
Under the guidance of the County Education Bureau, in the organization and implementation of the teaching and research section of our county, the curriculum reform of China's small “autonomous five-step” teaching mode has been going on for some time. In the process, I felt the benefits of this teaching mode for my classroom teaching, and I was pleasantly surprised to see the changes in the students. In the future teaching, I will continue to use this teaching mode to carry out classroom teaching and raise my teaching level to a higher level.

Part 5: Reflection on the teaching of golden fish hooks

The book "Golden Fishhook" is the fourth group of the fifth group of the fifth grade of the fifth grade of the national curriculum. In the text, the author makes a detailed description of the characters' language, movements, and demeanor, revealing the lofty inner world of the characters. The language of "Golden Fish Hook" is simple and simple, like storytelling, according to the order of development of the story, expressing the deep nostalgia for the old squad leader. When I finished this lesson, I calmed down and reflected on my own teaching. I realized the following four aspects.
1. The main content of the article "Golden Hook" is a very touching story on the way to the Red Army's long march. Therefore, before teaching this lesson, I will explain the historical materials, understand the background of the story, and lay the foundation for understanding the noble quality of the old squad leader. And remind students to contact Mao Zedong's "Long March" poem, according to their own understanding of the Long March time, the provinces passed and some important battles, so that students have a deeper understanding of the Long March.
2, "Golden Fishhook" is longer and has a strong story. During the teaching process, I consciously train students to read quickly. When students are required to read the text first, they can see it quickly. When they think about it quickly, they can read and think: What is the text written? The title of the text is "Golden Hook". Is this hook really golden? Why did the author say, "On this fish hook that is covered with red rust, glittering with a golden glow?"
3. On the basis of fast reading, the students probably understand the content of the text. I ask the students to read the deeper parts more emotionally and read them a few times, and write the feelings in their hearts. After that, organize students to communicate, read the most deeply felt part to everyone, and talk about why they were moved.
4. The author of this text grasps the narration of the characters' language, movements, and demeanor, revealing the lofty spiritual realm of the characters. In teaching, I consciously set up a bridge between students in reading and writing, guiding students to read from school. For example, the text of the old squad leader has been described several times in the text. I have drawn the relevant sentences from the text, and I think about the differences between the expressions of the old squad leaders. What can you feel from it? So that students can understand the role of demeanor in reflecting the spiritual quality of the characters.