Confucius and students' teaching reflection
Part 1: Confucius and students' teaching reflection
The basic feature of Chinese is "the unity of humanity and instrumentality." In the face of a textbook, the first thing to grasp is the characteristics of this article. Where can the training be conducted? How to implement the "unification of humanity and instrumentality"? However, a class is only forty minutes. It is a constant. It can only be given in teaching, and it can really have income. Therefore, when analyzing textbooks, you should grasp the most valuable things in the text for teaching and training.
The language of this lesson is very distinctive. The short article conveys the profound educational thoughts of Kong Shengren in the narrative of the characters' dialogue. I have positioned the foothold of humanity to understand Confucius's educational thoughts - "teaching without class" and "teaching students according to their aptitude", to receive education from them, and to specifically perceive what Confucius is from the language. It is the difficulty of students to understand the relationship between Confucius and students from the dialogue and understand the relationship between Confucius and students. It is the difficulty of teaching.
In the specific operation, I pay attention to guiding students to grasp the subtleties of some languages, bite words, words and sentences, and deepen the layers to effectively train and guide students.
I use the question "What kind of person is Confucius?" to guide students to delve into the text and to understand the characteristics of the characters in the depths and details of the text. This not only conforms to the characteristics of the class, but also conforms to the law of reading teaching. The “calling structure” of the text and the “reading expectation” of the students blend together to create a harmonious resonance and resonance, which makes the classroom extremely attractive and attractive.
Part 2: Reflections on Confucius and Students' Teaching
The text "Confucius and Students" is a recital of Confucius, a great educator in the Spring and Autumn Period of China, who has been respected by students because of his teaching and class. He has made students understand that although they have their own advantages, they still have to learn continuously. .
The language of this lesson is very distinctive. The short article conveys the profound educational thoughts of Kong Shengren in the narrative of the characters' dialogue. I have positioned the foothold of humanity to understand Confucius's educational thoughts - "teaching without class" and "teaching students according to their aptitude", to receive education from them, and to specifically perceive what Confucius is from the language. It is the difficulty of students to understand the relationship between Confucius and students from the dialogue and understand the relationship between Confucius and students. It is the difficulty of teaching. The fourth-grade students know less about the big educator Confucius. Before the class, I arranged for the children to collect information and pictures about Confucius. In the class, the students and teachers were given information to provide a platform for students to exchange information. Therefore, in the teaching of this class, I feel that the most satisfying place is the materials, pictures, and maxims collected by the classmates. Through rich pictures and detailed information, students have a more comprehensive understanding of Confucius.
In the specific operation, I pay attention to guiding students to grasp the subtleties of some languages, bite words, words and sentences, and deepen the layers to effectively train and guide students.
I use the question "What kind of person is Confucius?" to guide students to delve into the text and to understand the characteristics of the characters in the depths and details of the text. This not only conforms to the characteristics of the class, but also conforms to the law of reading teaching. The “calling structure” of the text and the “reading expectation” of the students blend together to create a harmonious resonance and resonance, which makes the classroom extremely attractive and attractive.
I found that the "quiet thinking" and "feedback communication" in teaching are to feel the quality of Confucius from the language and words. If you can properly ask questions, lead the students to deepen their insights, and give full play to the role of teacher-student dialogue, it is better. It is.
The ideological education in the Chinese classroom is actually contained in the understanding of the text. In the reading of the text, it is contained in the student's answer, so that the students are infected by the characters in the text while the language training. The instrumentality and humanity of language have been unified.
Chapter 3: Reflections on Confucius and Students' Teaching
A student in Confucius saw a child fall into the rushing river and jumped out to save her. The father of the child thanked him for giving him a cow, and he was happy to accept it. Everyone talked about it and thought that he was too greedy. Confucius said to him, "You are doing right, because your actions are declared to the society: as long as you risk saving people, no matter how big the reward can be accepted, this can encourage more. Many people go to save people!
In the Spring and Autumn Period, the Lu government also stipulated that people passing by to travel abroad, anyone who saw a foreigner who became a slave in foreign countries, could first make money to redeem it, return to China and then go to the government to pay the bill, a student of Confucius redeemed After returning to people, they did not pay for the accounts. People praised her for her noble character. Confucius criticized him severely, saying that his actions prevented more slaves from being redeemed, because if people make money by redeeming slaves and not paying their bills, they will suffer losses and report their accounts, indicating that their character is not as good. Confucius students, then they had to pretend not to see! Tell me what these two stories give you. Two materials tell the two stories of Confucius and his disciples. The first is that Confucius praises students for receiving valuable rewards after seeing them. The second is that Confucius criticized the students for redempting the slaves and not being reimbursed by the government. One of the two students is to save people, one is to redeem people, and all of them are good deeds; one student receives remuneration and is criticized by Confucius, and a private pocket is praised by Confucius. It can be seen that Confucius is in favor of charity and rewards, and does not allow those who do good to suffer losses.
There is a question here: Why do saints who have always advocated Confucian morality value money like this? Answering this question is the key to completing the essay, which involves interest and ethics.
Part 4: Reflections on Confucius and Students' Teaching
Thinking one:
Today, teaching Confucius and Students, asked a question when checking students' pre-study questions: "What is the important reason why Confucius is respected by students?" In my opinion, this is a simple problem because there are ready-made texts in the text. The answer - teaching no class, teaching students in accordance with their aptitude, is an important reason for Confucius to be respected by students. But the students answered a wide variety. After a few surprises, there are several reasons for this:
1. Students' ability to refine text information is not high.
For a long time, I rarely let students summarize the main content of the article and implement “fuzzy understanding” on the handling of the main content. Lead to students' ability to judge deviations.
2, students still can't contact the text very well to solve the problem. Ideologically believe in Ma Yu, the phenomenon of extra-segmental branching is prominent, and the consciousness of "text-based" is not strong.
3. Although the students have pre-study on the text, they do not understand the meaning of “teaching no class, teaching students in accordance with their aptitude”. It is not surprising that they do not know how to answer this question.
In order to make up for this situation, I decided to strengthen the training of students in summarizing and refining the main content in the teaching of this semester. To improve the overall ability of students to perceive.
Educate students to study around the text and carry out outreach training based on the text.
In the teaching, I added a lot of extracurricular knowledge, from the current situation of "learning in the government", "official government" in Confucius, to the establishment of private school, to today's campus. From ancient times to the present, from private school to school. The students finally understood the influence of Confucius' educational thoughts on today. Looking at the expression of the students suddenly realized, I finally breathed a sigh of relief.
How to work outside the "out of class"? How to improve the "class itself"? Still worth pondering.
Thinking two:
From the concept of the new curriculum standard, most of the contents of my "speaking" - suppressing the students' ability to express. But at the same time, I feel that it is because of my more detailed introduction and elaboration that the students' understanding of Confucius has deepened and the experience of the text has been sublimated. I want to tell the students how to read the feelings of reading when the students don't know. In the case that the student is not likely to talk about his feelings, the teacher has the feeling that it is more educational and inspiring for the child.
Part 5: Reflections on Confucius and Students' Teaching
Educator Brubak believes: "The highest standard of teaching art, the highest standard to be followed is that students ask questions themselves." Encouraging students to ask questions is very important, and it is very important to cultivate students' habit of active thinking and active learning. It is important for teachers to encourage students to ask questions, and the guidance of methods is also very important.
In the design of this lesson, the teacher is like a coach who teaches children to learn to swim in swimming, and creates a platform for students to gain the ability to learn independently and to learn cooperatively. In addition, teachers in the classroom combined with the "three single" organic use of group learning and gradient advancement, attach importance to the role of human resources, play a decisive role in ensuring that each student achieves learning goals. It can be said that the teaching design of this lesson is not much, it is real, and a lot of time is returned to the students, and the leading role of the teacher is also just right.
The basic feature of Chinese is "the unity of humanity and instrumentality." In the face of a textbook, the first thing to grasp is the characteristics of this article. Where can the training be conducted? How to implement the "unification of humanity and instrumentality"? However, a class is only forty minutes. It is a constant. It can only be given in teaching, and it can really have income. Therefore, when analyzing textbooks, you should grasp the most valuable things in the text for teaching and training.
The language of this lesson is very distinctive. The short article conveys the profound educational thoughts of Kong Shengren in the narrative of the characters' dialogue. I have positioned the foothold of humanity to understand Confucius's educational thoughts - "teaching without class" and "teaching students according to their aptitude", to receive education from them, and to specifically perceive what Confucius is from the language. It is the difficulty of students to understand the relationship between Confucius and students from the dialogue and understand the relationship between Confucius and students. It is the difficulty of teaching.
In the specific operation, I pay attention to guiding students to grasp the subtleties of some languages, bite words, words and sentences, and deepen the layers to effectively train and guide students.
I use the question "What kind of person is Confucius?" to guide students to delve into the text and to understand the characteristics of the characters in the depths and details of the text. This not only conforms to the characteristics of the class, but also conforms to the law of reading teaching. The “calling structure” of the text and the “reading expectation” of the students blend together to create a harmonious resonance and resonance, which makes the classroom extremely attractive and attractive.
Part 2: Reflections on Confucius and Students' Teaching
The text "Confucius and Students" is a recital of Confucius, a great educator in the Spring and Autumn Period of China, who has been respected by students because of his teaching and class. He has made students understand that although they have their own advantages, they still have to learn continuously. .
The language of this lesson is very distinctive. The short article conveys the profound educational thoughts of Kong Shengren in the narrative of the characters' dialogue. I have positioned the foothold of humanity to understand Confucius's educational thoughts - "teaching without class" and "teaching students according to their aptitude", to receive education from them, and to specifically perceive what Confucius is from the language. It is the difficulty of students to understand the relationship between Confucius and students from the dialogue and understand the relationship between Confucius and students. It is the difficulty of teaching. The fourth-grade students know less about the big educator Confucius. Before the class, I arranged for the children to collect information and pictures about Confucius. In the class, the students and teachers were given information to provide a platform for students to exchange information. Therefore, in the teaching of this class, I feel that the most satisfying place is the materials, pictures, and maxims collected by the classmates. Through rich pictures and detailed information, students have a more comprehensive understanding of Confucius.
In the specific operation, I pay attention to guiding students to grasp the subtleties of some languages, bite words, words and sentences, and deepen the layers to effectively train and guide students.
I use the question "What kind of person is Confucius?" to guide students to delve into the text and to understand the characteristics of the characters in the depths and details of the text. This not only conforms to the characteristics of the class, but also conforms to the law of reading teaching. The “calling structure” of the text and the “reading expectation” of the students blend together to create a harmonious resonance and resonance, which makes the classroom extremely attractive and attractive.
I found that the "quiet thinking" and "feedback communication" in teaching are to feel the quality of Confucius from the language and words. If you can properly ask questions, lead the students to deepen their insights, and give full play to the role of teacher-student dialogue, it is better. It is.
The ideological education in the Chinese classroom is actually contained in the understanding of the text. In the reading of the text, it is contained in the student's answer, so that the students are infected by the characters in the text while the language training. The instrumentality and humanity of language have been unified.
Chapter 3: Reflections on Confucius and Students' Teaching
A student in Confucius saw a child fall into the rushing river and jumped out to save her. The father of the child thanked him for giving him a cow, and he was happy to accept it. Everyone talked about it and thought that he was too greedy. Confucius said to him, "You are doing right, because your actions are declared to the society: as long as you risk saving people, no matter how big the reward can be accepted, this can encourage more. Many people go to save people!
In the Spring and Autumn Period, the Lu government also stipulated that people passing by to travel abroad, anyone who saw a foreigner who became a slave in foreign countries, could first make money to redeem it, return to China and then go to the government to pay the bill, a student of Confucius redeemed After returning to people, they did not pay for the accounts. People praised her for her noble character. Confucius criticized him severely, saying that his actions prevented more slaves from being redeemed, because if people make money by redeeming slaves and not paying their bills, they will suffer losses and report their accounts, indicating that their character is not as good. Confucius students, then they had to pretend not to see! Tell me what these two stories give you. Two materials tell the two stories of Confucius and his disciples. The first is that Confucius praises students for receiving valuable rewards after seeing them. The second is that Confucius criticized the students for redempting the slaves and not being reimbursed by the government. One of the two students is to save people, one is to redeem people, and all of them are good deeds; one student receives remuneration and is criticized by Confucius, and a private pocket is praised by Confucius. It can be seen that Confucius is in favor of charity and rewards, and does not allow those who do good to suffer losses.
There is a question here: Why do saints who have always advocated Confucian morality value money like this? Answering this question is the key to completing the essay, which involves interest and ethics.
Part 4: Reflections on Confucius and Students' Teaching
Thinking one:
Today, teaching Confucius and Students, asked a question when checking students' pre-study questions: "What is the important reason why Confucius is respected by students?" In my opinion, this is a simple problem because there are ready-made texts in the text. The answer - teaching no class, teaching students in accordance with their aptitude, is an important reason for Confucius to be respected by students. But the students answered a wide variety. After a few surprises, there are several reasons for this:
1. Students' ability to refine text information is not high.
For a long time, I rarely let students summarize the main content of the article and implement “fuzzy understanding” on the handling of the main content. Lead to students' ability to judge deviations.
2, students still can't contact the text very well to solve the problem. Ideologically believe in Ma Yu, the phenomenon of extra-segmental branching is prominent, and the consciousness of "text-based" is not strong.
3. Although the students have pre-study on the text, they do not understand the meaning of “teaching no class, teaching students in accordance with their aptitude”. It is not surprising that they do not know how to answer this question.
In order to make up for this situation, I decided to strengthen the training of students in summarizing and refining the main content in the teaching of this semester. To improve the overall ability of students to perceive.
Educate students to study around the text and carry out outreach training based on the text.
In the teaching, I added a lot of extracurricular knowledge, from the current situation of "learning in the government", "official government" in Confucius, to the establishment of private school, to today's campus. From ancient times to the present, from private school to school. The students finally understood the influence of Confucius' educational thoughts on today. Looking at the expression of the students suddenly realized, I finally breathed a sigh of relief.
How to work outside the "out of class"? How to improve the "class itself"? Still worth pondering.
Thinking two:
From the concept of the new curriculum standard, most of the contents of my "speaking" - suppressing the students' ability to express. But at the same time, I feel that it is because of my more detailed introduction and elaboration that the students' understanding of Confucius has deepened and the experience of the text has been sublimated. I want to tell the students how to read the feelings of reading when the students don't know. In the case that the student is not likely to talk about his feelings, the teacher has the feeling that it is more educational and inspiring for the child.
Part 5: Reflections on Confucius and Students' Teaching
Educator Brubak believes: "The highest standard of teaching art, the highest standard to be followed is that students ask questions themselves." Encouraging students to ask questions is very important, and it is very important to cultivate students' habit of active thinking and active learning. It is important for teachers to encourage students to ask questions, and the guidance of methods is also very important.
In the design of this lesson, the teacher is like a coach who teaches children to learn to swim in swimming, and creates a platform for students to gain the ability to learn independently and to learn cooperatively. In addition, teachers in the classroom combined with the "three single" organic use of group learning and gradient advancement, attach importance to the role of human resources, play a decisive role in ensuring that each student achieves learning goals. It can be said that the teaching design of this lesson is not much, it is real, and a lot of time is returned to the students, and the leading role of the teacher is also just right.
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