Reflection on the teaching of acacia

Part 1: Reflection on the teaching of Acacia

When I received the notice to go to the second middle school, my heart was blank and there was no bottom. For the article "Acacia Tree", although it has been said once, it always feels sloppy, and I have not fully understood it. The students have not fully entered the atmosphere of the article.
With the lessons of this failure, I cherish the opportunity to retell this time. Through repeated text reading, I finally decided to start from the text, grasp the characters, analyze the mother image of the author and the emotional process of the author's treatment of the mother in different periods. After all, Shi Tiesheng's article is different from others. Every time he reads it, he always feels the feelings between his lines, and he always realizes new philosophies. Finally, I finished this lesson along the design idea, and the overall feeling is not bad. The only regret is that I did not show the prepared audio reading and a memory of Shi Tiesheng's video to the students during the pre-class preparation, and did not bring the students to a situation I expected. The regret of teaching is also a timely generation of teaching resources, and I will continue to motivate myself.

Chapter 2: Reflections on the teaching of Acacia

Appropriate teaching content needs to be determined by the style of the article. The appropriate teaching link should be started from the reading starting point of the students. This is the core content of the classroom teaching design defined by Professor Wang Rongsheng. Then, from the perspective of the style, "Acacia Tree" is a prose, essays, and understanding the emotions contained in the article is the main content of this article. From the students' reading starting point - their understanding and confusion to open the article, set up four links, mainly to guide the students' activities, so that they can thoroughly study the text, experience "love" from the "text", step by step, “Achieve the poem through thinking”, the students' experience and feelings are improved, and the experience and feelings are made in the classroom practice. At the same time, I also followed the design of this class to the guidance of Zhou Huijuan to the reading teaching class: in one aspect, we dig deeper and seek breakthroughs, but we can't cover everything. Of course, I also read a lot of lesson and teaching records, and I learned a lot from it. Special reference is from Wang Kaidong's deep language teaching thoughts and his teaching record of "Acacia Tree".
The basic teaching philosophy of this lesson can be summarized as: based on text, through methods, to emotions, to achieve ideas.
For a class, everyone is used to discussing "how to teach". We often ask when we are evaluating the class. How about speaking? In fact, from the perspective of subjectivity, if we truly recognize the subjective status of students, for a class, we should ask "How is this class?" According to Professor Wang Rongsheng, what is taught is always more important than how to teach. And, teaching what often determines how to teach. Our current open class, show class, whether it is a coach or a commentator, is reminiscent of teaching skills, teaching art, teaching style, and teaching mode. After the new curriculum reform, the "teaching concept" was added, but the teaching concept was understood as one-sided teaching method. There is nothing wrong with advocating equal dialogue and experiencing inquiry-based learning. There is nothing wrong with emphasizing the subjective status of students' learning. The key is how to implement this concept. The true level of a teacher is to look at his teaching design and look at his teaching content, rather than the external basic qualities expressed in the classroom. I am not saying that the above basic qualities are not important. I want to say that it is most important for teachers. The quality is the ability to interpret the text, the depth and breadth of the text, and what kind of knowledge and ability he can teach to the students.
What should be taught in language classes has long been confusing and lacks professional standards. This led to the fact that even in the same text, different teachers are teaching different content, conveying different understandings, and lacking common scales. The content of Chinese teaching is the core issue of Chinese teaching. What should a specific text teach and what is the most appropriate knowledge to be taught to students, and how should the teaching objectives be determined accordingly? What is the relationship between the content of a lesson and the content of the unit and even the entire language course? What is the relationship between teaching objectives and teaching strategies? This kind of questioning will enable teachers to focus on ontological knowledge and truly understand the meaning of the course. Once this transition is completed, the meaning of the open class for watching the show disappears.
Based on this understanding of the curriculum issues, I have done the above design for "Acacia Tree". First, the students ask questions and use the students' questions as the starting point for classroom teaching. This is very difficult because of the students' Problems cannot be preset, and teachers must have strong classroom control skills. Judging from the actual teaching effect of this class, it basically achieved my intended purpose. The students ask questions, then guide the students to essay, and deeply analyze the complex feelings of the mother's nostalgia, love, regret, and embarrassment conveyed by the author. The classroom basically did return the class to the students, respected the students' subject status, and embodied the concept of the new curriculum. Although there is no heated scene in the classroom, the students' thinking is running fast all the time, which is really active. It is also based on this understanding that I did not position this class in the general presentation report class, but wanted to put it into a normal course to highlight the importance of teaching content. Trying to get rid of the bustling face of the classroom and pursuing the wave of student thinking is the goal I want to achieve. Such ideas and designs should be based on a scientific understanding of the Chinese curriculum, but as a "shown" lesson, maybe Lack of appreciation. For this reason, the main problems reflected in the classroom are as follows:
First, the presupposition of the academic situation is not enough. Letting go of the question of students is undoubtedly an advanced educational concept, but there is not enough presupposition for the various questions raised by students. At the beginning of the class, I think that the students of the second high can raise the question of higher quality, which may increase the depth of the class and ultimately promote the quality of the whole class. However, there are not enough presuppositions for some of the subtle problems raised by students, so that some trivial problems have not been implemented.
Second, students do not have enough preparations before class. Before the lecture, there was no meeting with the students. There was no pre-study assignment. The students generally did not carefully read the texts, so that the students’ answers to the questions in the classroom lacked a textual basis. There is no lively classroom atmosphere in the classroom.
Third, I think that the implementation of the concept of the new curriculum is not very thorough. When students are not satisfied with the answer, they are eager to present their design ideas to the students. The openness of the classroom has not reached the level of properness. To a certain extent, the student's thinking is limited.
Fourth, the classroom design process is slightly monotonous, guiding students to explore the text link accounted for two-thirds of the entire class, the main practice of this link is still in the "speaking teacher" stage, did not fully mobilize students to write, It is easy to hear and read.
Rethinking the whole class, I personally think that the lesson given to me is still very profound. Because I have not systematically studied the new curriculum and new ideas, but only have some superficial understanding of the new curriculum, I can't use the new ideas handily in the classroom. . The problem is the forerunner of progress. The language class is always a regrettable art. The greatest value and significance of this class to me is to make me understand the direction of my future efforts. For nearly ten days, I have been working hard to reflect and make a serious plan for my professional growth.
In 20XX, I was very busy and very rewarding. I published more than 20 educational and teaching papers in professional newspapers such as China Education Daily, Teacher Expo, Shanxi Education, and Education Times. I also have this book for myself. I am full of enthusiasm, I hope that I can make a satisfactory satisfaction for my 20XX year through this class, but this class at the end of 20XX is not satisfactory to me, but this class may be more than what I got in a year. Various awards and honors make more sense to me. In the new semester, I will carefully study the new curriculum theory through various channels such as the Internet, books, experts and subject researchers, and have a clear understanding of the overall framework of the Chinese curriculum, reorienting the Chinese classroom teaching design and making myself The practice of Chinese teaching is more scientific and has achieved real success in teaching practice. In the past two days, I have ordered all the works of Professor Wang Rongsheng from the Internet. Professor Li Hailin's "Language Teaching Theory", in the new semester, I am going to take the pace of my true professional growth. Be a professional educator and start by being a professional language teacher.

Part 3: Reflection on the teaching of Acacia

The article "Acacia Tree" is one of the two semester "Essays" in the second half of the text. Another article is "Remember Me", the work of the British writer Tester. In the course of class selection, I scruped about the reason of the open class, so I hope that the short text will be taught and I will try to complete the lesson. So I look at this article, and because of personality reasons, it is easier for individuals to avoid the gloom of "remember me" and take the initiative to invest in the warmth of "Acacia Tree", so there is today's class.
When you think about it, the main reason for choosing "Acacia Tree" is very simple, that is - I like it, it touches people. But the problem also arises at the same time. The more emotional things, the more difficult it is to interpret, interpret and grasp with rational thinking. In fact, maternal love is not taught, it only needs to feel; gratitude, cherish is not to teach, it only needs to be reminded, then what do I have to teach? But I think since it has been decided, change is not a positive attitude. I have to teach not only, but also to teach with ease. So I used the lyrical coat of "Acacia Tree" to tell the methods and angles of literary works, and sometimes to narrow the distance between the text and the students; sometimes to distance the distance between the text and the students. But in any case, it is around the "Acacia Tree" and returns to the language.
Of course, while preparing this lesson, there are many things that I consider outside the text. For example, how to make a good "Acacia Tree"; how to make "Acacia Tree" a good open class; how to put "Acacia Tree" into a good open class under the "effective classroom teaching" topic... But instead of being at a loss, I can’t let go. Sometimes I think that from a lot of purposes, it is not impossible to have too many missions and functions in the language class, but it is not necessarily a successful and effective language class. One day, when I left all the distracting thoughts and quietly read the "Acacia Tree", I found the feeling and found the feeling of truly belonging to the language, belonging to the feeling of "Acacia Tree". I often remember that my parents had a saying in the era: no matter how the world is changing, we Chinese have always changed. I improperly use it in today's language classroom, this "unchanged" is - starting from the students themselves, starting from the text.
"Starting from the students themselves" - the introduction of the classroom. Of course, if there is any merit in this introduction, I would like to thank the "Efficient Moral Education" in the Sanfuzhong. It is their work that gave me such a good teaching opportunity.
"Starting from the text" - 8 minutes of the full text of the teacher's full-text reading. I have made great determination and courage in designing such a teaching session. In a 40-minute class, spending 8 minutes to read an article is a very big adventure. If you don't read well, it's completely ineffective. If you read it, you can pull back the students' emotions. If you let the classroom follow the feeling, design "Please talk about your mother" or "Mother's love for you", "How should you be grateful"... Then such a classroom is not a language classroom; The classroom of "Acacia Tree"? I think this kind of class is just another wonderful theme class that was introduced through "Acacia Tree".
So how do you return the language that has been "flooded" back to the language, I think it is still necessary to "start from the text" - find a character. Literature is human learning. A work that does not establish a good character is not a good work; a classroom that does not interpret a person's image is not a good class. From the perspective of "perfect is not true beauty", let students discover the characters and discover a true, great mother written by Shi Tiesheng. Then, the literary aesthetic technique introduces the rich meaning of "Acacia Tree" and feels the ingenious conception and layout of the article. And in the design of the question type, in the form of "open-ended multiple-choice questions", it stimulates students' interest and expands the classroom capacity. Literature is not science. Its real excitement is not to give an established answer after the end of a class; it is to leave the children with more aftertaste and thinking. So at the end of the class, I played Man Wenjun’s "Know Yourself" and ended up with emotions again, leaving a lasting impression.
Of course, there are still many regrets in the classroom. The most important point is that there is no time to focus on Shi Tiesheng's simple writing style. Literary works are structurally clever, but they are going to be "smart" in the style of writing. There is a sentence in "Dream of Red Mansions": When the flower is too light, it is known as Yan, and that is what it is. For the phenomenon that the students' essays continue to imitate, pursue, and advocate the gorgeous style of writing in the college entrance examination, there is also a certain positive guiding role. The "effectiveness" of the classroom is also a kind of "from the big place and from the distance." "Actually implemented. The regret of teaching is also a kind of teaching resource generated in time. I constantly encourage myself to walk in the "no return" of this teaching.