Reflections on the Teaching of Self-contradiction 1 Self-contradiction is a short story with simple content and far-reaching implications. How to teach such a text Repeated reading is unnecessary; Careful analysis is full of complaints.
I think: There are so many idiom stories. Through the study of this lesson, it is most important for students to really like idiom stories, enter the world of idioms, understand the splendid culture of the motherland and appreciate the profoundness of the motherland's language. Therefore, in teaching, I first let the students know the original contradiction-Chu people have shields and spears, and they said, "My shield is very strong, and nothing can sink." He also raised his spear and said, "Everything is trapped in the benefits of my spear." People should say, "What if the child's spear is trapped in the child's shield?" He has the ability to respond. Students can't understand the meaning of the article correctly because of their low level of understanding. So, I asked the students to understand by comparing the original text with the modern text, and some excellent students could understand the text quickly. Then, I guide students to read the text again, observe the illustrations, expand their imagination, further explore the content of the article and taste the meaning. When students are finally allowed to contact with real life, the problem comes again. The main performance is that students can find contradictory examples in their lives, but they can't express them fluently.
To this end, I first show some examples to guide students to express, and then let students combine their own life reality to express concretely.
"Self-contradiction" is an allegorical story in the first unit of the sixth grade Chinese book. The author of this fable is Han Yu, a thinker in the Warring States Period. This fable is selected from his Han Feizi Nan Yi. There is only one passage in this fable, which has two meanings:
First, there is a Chu man who sells spears and shields, showing off his spears and shields;
Second, people's reaction after listening to his words made the Chu people speechless.
The author sums up this fable into an idiom-"self-contradiction", which is used to describe the contradiction between speaking and doing, and cannot be justified.
This unit is the first time for students to contact classical Chinese. It is not easy for beginners, especially rural students, to learn it well. Teachers should give appropriate guidance on learning methods. When I teach this course, I mainly use the scene presentation method. I tell the students the contents of fables, let them arrange them in groups according to the story content, and then practice them in the form of competitions. Finally, I took out the best group to perform on stage and let the students show the ancient story scenes to the present. Through this form, students' learning enthusiasm is greatly improved, and the classroom teaching effect is also greatly improved.
I also have some shortcomings when teaching this course. The students' language expression ability is not very good, mainly because I am not rigorous enough and practice less. I will continue to strengthen this aspect in the future.
Reflection on the Teaching of "Contradictions" Chapter III This is a fable in ancient classical Chinese, which is particularly concise but vivid. The truth contained in the fable is simple and clear, which can make people appreciate the meaning and humor. However, because it is classical Chinese after all, it is very different from modern vernacular Chinese in terms of text expression, and students will feel a little hard and boring to learn. Therefore, when designing this course, I not only tried to adhere to the strategy of independent reading, but also thought about a learning method that can arouse students' enthusiasm for learning. At the beginning of class, I made clear an important teaching link: fable. Students understand that it is impossible to perform a story vividly without complete understanding. At the beginning of the class, the learning atmosphere in the classroom was relatively strong, which fully mobilized the students' learning enthusiasm and made the whole class full and compact. At the same time, it is relaxed and happy, the teaching task is relatively smooth and natural, and the important and difficult points of teaching are also broken through with the active participation of students. Let me see the potential of the poor students in my class. This makes me deeply understand the great influence of teaching methods on teaching effect, and how important a teacher's teaching art is: the key for students to realize from "asking me to learn" to "I want to learn" lies in how the teacher guides and inspires. A little more respect and understanding for students when preparing lessons will make the class easier and smoother for teachers. Carefully design the teaching process, get twice the result with half the effort, and strive to make every Chinese class full of happiness! In the teaching of this course, I led students to read more, and achieved good teaching results.
1, reading for the first time, requires reading correctly and smoothly, and pays attention to the rhythm.
When learning a new class, listen to the tape demonstration reading first, bring students into the situation of classical Chinese at once, and stimulate students' interest in learning classical Chinese. Then I lead the students to read the text together, make clear the pronunciation, mark the places that need to pause in the text, and then let the students read the text skillfully, and at the same time have an overall grasp of the text content.
2. Combine notes, study in groups and understand key sentences.
After reading the text, students can read the meaning of sentences according to the notes after class, and at the same time teach students some simple ways to learn classical Chinese. For example, reading a book while reading illustrations; Compare notes and try to figure out the meaning of sentences; Teamwork, questioning, and discussion. After this step of study, the content of the article has been deeply understood in the students' minds. Students will read on the basis of reading. Read "My shield is so strong that nothing can sink." "The benefits of my spear are all trapped in things." In two sentences, guide students to naturally combine their own understanding and reading of ancient Chinese, and read the boastful tone of Chu people, so as to realize that Chu people's words and deeds are exaggerated and contradictory.
3, combined with the key sentences in the text, intensive reading experience.
Teach "how to trap a child's shield with a child's spear?" In short, create a specific situation, so that students can fully imagine what expressions and words different characters will make. Watch your tone. Read aloud.
In short, the teaching of classical Chinese should do a good job of reading aloud, so that students can understand the content of the text through various forms of reading aloud, and at the same time accumulate some learning methods to lay the foundation for learning classical Chinese in the future.
Reflections on the Teaching of "Self-contradiction" Text 4 In the classroom, many teaching links reflect new teaching concepts. Now we will reflect on the teaching of this class as follows:
(1) Fully respect students' subjectivity and strive to change the way of teaching and learning.
The main body of the classroom is the students. Correctly handling the relationship between dominance and subjectivity is a problem that every teacher is studying and discussing. In the teaching design of this lesson, the following links are fully reflected:
In this set of teaching materials, "fable" is the first time to appear in the subject. What is "fable"? I don't instill it in students, but with the help of computers, let students discover the truth hidden in "Yu" and "Yan", which is a story told in words.
In reading guidance, I fully respect students' independent feelings and encourage children to read individually. No matter which word he emphasized to show his boast, the teacher affirmed it. At the same time, give full play to the leading role of teachers, guide students to evaluate from multiple angles, deepen their understanding of sentence content in evaluation, and increase their confidence in evaluation.
I designed this performance to help students deepen their understanding of the meaning. The performance is for all students, and students can choose their own roles according to their own interests. Teachers, on the other hand, are equal to students. They also participate in students' performances, guide students in the trend, and guide them in ideas and key points, so that the performance is not a mechanical repetition of the text content, but an extension and sublimation.
(2) Make full use of teaching materials and pay attention to the cultivation of Chinese three-dimensional goals.
Chinese class will have the flavor of Chinese class. The taste of training should be strong, the consciousness of educating people should be strong, and the process and method of learning should also be reflected.
For example, in the lead-in session, teachers should not only tell students what fables are, but also explain the methods of learning fables, and infiltrate this method into the whole classroom teaching.
In the study of new words, expand the amount of information students learn as much as possible. The evolution of the word "shield" shows the charm of Chinese characters and makes students feel the interest of the language of the motherland. The design of "connecting words together, connecting words into sentences and understanding words in context" not only embodies the training of basic Chinese ability, but also permeates the guidance of learning methods.
In order to break through the difficulties, the teacher showed the two sentences boasted by this person in the form of a structural diagram, and guided the children to grasp the questioning points in these two sentences for text dialogue. The cooperative learning mode between teachers and students reduces the difficulty of students' expression, effectively helps students sort out scattered thinking and builds a bridge for understanding meaning.
The fable treasure chest is to stimulate students' interest in learning, organically combine the knowledge inside and outside the class, cultivate students' quality of learning to ask questions, and let students feel the long history and culture of the motherland.
(3) Give full play to the multiple functions of information technology in teaching.
In the teaching of this course, many functions of information technology have been reflected. The introduction of guessing, text animation and the evolution of the word "shield" have greatly stimulated students' interest in learning. In the two links of text dialogue and fable treasure chest, the interactive function of media provides a platform for students' learning.
Reflections on the Teaching of "Self-contradiction" Text 5 When learning three stories in the idiom story in Lesson 8, my class time should be divided into three classes. Today, I attended The Theory of Contradiction, and followed the fable learning steps-learning stories, reasoning, and learning lively and interesting.
I let the students read the story first. In the process of reading, I will grasp the two words of "kua" of the Chu people and guide the students to read the tone of "kua".
First, grasp the "boast" reading.
"Boasting" is the expression of the boasting of the Chu people, and it is also the reason for his "contradiction". Therefore, in teaching, I followed the "boast" to start teaching:
What does "boast" mean? Commonly known as what?
This is a literal understanding of words.
Have you ever boasted? How to "brag" Do you remember the scene and psychology? (Blow what? Under what circumstances did it blow? Who are you dealing with? What were you thinking at that time? How do you feel? ……)
Or: Have you ever seen a braggart? What expression and tone is that? Can you imitate it?
This is to arouse students' life experience and deepen their understanding of "kua" so that "kua" is no longer a sentence, but an interesting picture;
Think about it, how did the Chu people in the article "boast"? The illustrations in the book are not drawn. Can you show it to everyone?
Try to say;
Read Chu people's words, read his ostentatious tone. Consciously guide him to grasp the words "firm", "airtight", "sharp" and "airtight" to strengthen his tone. )
Then act it out with expressions and actions.
(Read aloud with expression, add some actions appropriately, and realize the appearance of "bragging" of the Chu people. )
The same is reading, but students read emotionally and interestingly. On the one hand, similar life experiences aroused his profound understanding of the text, on the other hand, such performance reading aroused his desire to express himself, making him both able to read and willing to read. Therefore, the "Chu people" in the classroom are "lifelike", and students are no longer readers and bystanders of the text, but seem to really become "Chu people" in the text.
Second, catch the words of the onlookers.
"What will happen if you poke your shield with your spear?"
What do you think will happen? Can we talk about it in combination with what the Chu people just "boasted"?
A poke your shield with your spear, according to "My shield is so strong that no spear can pierce it." The result is that it can't be penetrated. The shield is strong, but the spear is not sharp.
B Poke your shield with your spear, according to "My spear is sharp and can pierce any shield you want." The result is puncture. A spear is sharp, but a shield is not strong.
Start the topic with the questions of onlookers, and let the students reason according to the words of Chu people. Through analysis and comparison, students naturally understand that according to the "boasting" of the Chu people, no matter what the result is, the Chu people can't justify themselves. Instead, they are shooting themselves in the foot. This link not only enables students to further understand how the Chu people are "self-contradictory" and what is "self-contradictory" in the process of "speaking", but also enables students to learn some methods of comparative analysis and express what is said in the article clearly.
Third, seize the "stuttering" to perform.
What does "tongue tied" mean? I asked a student to explain the meaning of the word "stutter", and then asked the students to think about what words can be changed. When the students say "speechless" and "silent", I think they have understood. Carefully observe the "tongue-tied" appearance of Chu people in illustrations, imagine his psychological activities and the performance of onlookers, and try to perform them separately.
The appearance of "boasting" of Chu people is imagined by reading aloud, and the appearance of Chu people being asked about nothing is vividly shown in illustrations. Therefore, in teaching, I make full use of illustrations, so that students can observe carefully first, and then imagine the Chu people's "tongue-tied" appearance in combination with illustrations, imagining him at this time, feeling ashamed ... and trying to imagine the accusations and ridicule of people around him ... and then trying to perform, showing the situations that are not specifically described in the text with performances, and deeply understanding the extremely embarrassing situation when a person is "contradictory", understand.
The teaching of the whole class is easy and interesting in the reading, speaking and doing of teachers and students. Through this form, students not only understand the superficial meaning of language, but also vividly and richly show what is not specifically elaborated in the text. In particular, through the sharp contrast between "boasting" and "stuttering" of Chu people, students can deeply understand the truth that a person should seek truth from facts when talking and doing things. Before the end of the teaching, I asked students to talk about their own experiences in combination with their own lives, and most of them were in place. It can be seen that students not only understand the story of "self-contradiction", but also truly understand the truth contained in this idiom, and these gains will naturally be realized by students in the process of self-reading and communication, and will certainly go deep into their own inner world. At the same time, for the fifth-grade students, after all, they have just come from middle school and are interested in this learning form of reading, speaking and doing, so the teaching effect is still ideal.
Reflections on the Teaching of Self-contradiction 6. The text of Self-contradiction is short and easy to understand. How to teach such a text My idea is that the idiom story is just an introduction. The purpose of this study is to open a window for students, guide them into the vast world of idiom stories, understand the culture of the motherland, experience the profoundness of the language of the motherland, and feel the infinite charm of fable as a literary genre. To this end, I designed my teaching in this way.
1 First, introduce passion, stimulate students' interest in learning fables through fables, and then let students devote themselves to this lesson with high enthusiasm.
2. Then learn the second item: read the text for the first time and understand the main idea. Let students enter the second stage of study with their initial passion. In this session, the teacher teaches students how to learn fables and instructs them how to read fables in classical Chinese. Don't let students read words and sentences, but also teach them to understand the general idea of fables according to the notes at the back of the text. Let the students read through the text under the guidance of the teacher and tell the general idea of the fable in their own words.
3. Then lead the students to study deeply: read the text intensively and understand the meaning deeply. In this part of teaching, teachers introduce students into the learning content by asking questions, and then let students further deepen their understanding and understanding of the text content in the process of finding answers. Then design one question after another for students to think and answer, so that students can be brought into deeper learning step by step. Let students deepen their understanding and knowledge of fables through the training of reading, speaking, asking and doing in the teaching situation designed by the teacher, so as to understand the profound truth contained in fables more deeply.
4. Finally, expand the practice of "modifying sick sentences" and "imitating writing". Through these two exercises, students can deepen the consolidation of what they have learned and improve their ability to use what they have learned.
Generally speaking, the teaching of this class has achieved the expected purpose before class, and students have basically mastered the knowledge they have learned. A thorough understanding of words, phrases and sentences means that every student basically understands and understands the profound truth contained in fables, and the homework assigned in class can be done well. Because the performance is designed in the classroom, the classroom atmosphere is quite active, students are very enthusiastic about learning, learning is very easy, and the teaching effect is good. However, due to the inappropriate time arrangement, the time spent on course introduction is a little more, and the practice time behind is relatively hasty, so the teaching effect can not be well feedback. This is a deficiency. I will pay more attention in the future classroom teaching and try to make my Chinese class better!
Reflections on the Teaching of Self-contradiction Chapter VII Self-contradiction is a traditional textbook with simple content and far-reaching influence. In the Chinese book of People's Education Edition, it was placed in the sixth grade. It is conceivable that this article is easy to understand for fifth-grade children. How to teach such a text Traditional teaching methods may stay in reading the content of fables and understanding the enlightenment of fables. I think: there is no need to read this article repeatedly, and careful analysis is even more disease-free. Idiom stories are too numerous to mention. Through the study of this lesson, it is most important for students to really like idiom stories, enter the world of idioms, understand the splendid traditional culture of the motherland and appreciate the profoundness of the language of the motherland.
In teaching, I first let the students read the text "The Golden Cicada Peels the Shell", understand that this is an idiom, and then tell the students what an idiom is. Idioms can be divided into several types according to the number of words and the source. Then, with the help of the evolution of Chinese characters, remember the word contradiction accurately and feel the charm of Chinese characters. Then I showed the text of "contradiction". When I carefully talked about the text, I realized that bragging is a big word, and then I lost. I fully understand how people who sell spears and shields brag and suffer. Show it again-"Chu people have shields and spears, and they have a reputation:" My shield is strong and can't sink. " He also raised his spear and said, "Everything is trapped in the benefits of my spear. "People should say," What if the child's spear is trapped in the child's shield? "He has the ability to respond. Students like this writing very much, but because of their low level of understanding, they can't correctly understand the meaning of the article. Therefore, I asked the students to understand the key words of "truth", "Yu", "trap" and "fu" by comparing the original text and the present text, and to solve these words, so that the students could quickly understand the text, and let them feel the charm of ancient Chinese and like traditional culture. Then, I guide students to read the text again, observe the illustrations, expand their imagination, further explore the content of the article and taste the meaning. When students are finally allowed to connect with real life, they can find contradictory examples in their lives, but they can't express them fluently. To this end, I first show some examples to guide students to express, and then let students combine their own life reality to express concretely. Finally, reading ancient Chinese, the students are interested in the whole class. With the help of fables, we can read aloud and feel, develop students' open thinking ability and imagination ability, continue to write stories and promote the development of students' wisdom. This goal not only pays attention to the formation of students' knowledge and skills and the process of emotional experience, but also pays attention to the generation of students' wisdom, which is the multi-directional integration of students' wisdom and knowledge, wisdom and emotion. The teacher created a scene for the students: the man who sold spears and shields didn't sell anything. When he came home, he told his family ... the students had rich imagination. The realization of this teaching goal is a process of wisdom test and growth for both students and teachers. What students learn is not the content of textbooks, but how to think, analyze and discover from multiple angles, and grow their wisdom in full reading experience, behavioral speculation, mutual inspiration and positive thinking; The teacher also fully experienced a positive thinking process of attentive listening and timely inspiration. This is a rich and challenging emotional experience class!
Reflections on self-contradictory teaching. "Contradiction" is a classical Chinese article in Unit 6, Grade Five, written by Han Feizi. It is a short story with simple content and far-reaching significance. This is a story about a Chu man who praised his sharp spear and strong shield. His speech was inconsistent. Students' online classes are synchronized with those of famous schools. However, due to the fast pace of class, I conducted a nail live teaching and reviewed the teaching of the whole class, which is summarized as follows:
1, teaching effect
Understand the meaning of words and walk into idioms.
There are some obscure words in this small ancient prose that students don't understand. In teaching, I use the method of understanding the meaning of words and inputting idioms to let students learn the meaning of ancient Chinese characters and accumulate idioms. There is an ancient saying in China: "Chu people have shields and spears". The pronunciation of "Kun" in the sentence is "Y", which means "sell". The idiom with the same meaning is "selling officials and titles", which is easy for students to understand. For example, when teaching "reputation", we can accumulate the idiom "different reputation". In this way, by understanding the meaning of words and accumulating idioms, students can learn easily and remember them firmly, so that they can really like idiom stories and appreciate the profoundness of the motherland's language.
2. Teaching gains
(1) Read sentences, think about pictures and use idioms.
In this text, the sentence "He should be able to deal with others" is the result of the story "self-contradiction". In teaching, I let the students read the sentences fully, think about the embarrassing picture of the businessman "Ye Ying" at that time, and then talk about what idioms can be used to describe it at this time. Students are associated with wheat, and think of it as "speechless, tongue-tied, dumbfounded, dumbfounded, blushing, speechless and making a fool of yourself."
(2) Read the illustrations and expand them.
Illustrations are part of the text. In teaching, I noticed an illustration in the text. After the students carefully observed the illustrations, I asked the students to find out the corresponding sentences in the text. The students quickly found out "What is a child's spear as a child's shield?" At this point, I created a scene for students to fully imagine that the illustration in the text is an old man pointing at the businessman. Besides the old people, what kind of people will they use and say? Students practice oral English according to the situation, and then share the content of the practice through the joint wheat. In this way, reading can be guided by reading illustrations and imagining words, which will greatly improve students' Chinese literacy.
3. Disadvantages
After class, looking back on the whole class, I still feel some regrets:
In the extension link, students are required to talk about "self-contradictory" cases in life in combination with life. Students find it a bit difficult and don't know how to express it. In addition, it is a live class, they can't face the students face to face, and they can't see their expressions. Some students don't want to join wheat. In fact, "self-contradiction" is "contradiction between words and deeds", and there are three main types: that is, what was said before is different from what was said afterwards; What is done before is different from what is done behind; What you say is different from what you do. There are many such examples in life, but because of time, I didn't think about it at that time.
4. Improvement measures
In the future teaching, we should improve the link of online interaction, attach importance to the sense of ceremony, create a situation through "stimulating interest", and show pictures and fables that reflect Smith, "Being late is better than being late", "Waiting for the rabbit" and "gilding the lily", so that students can guess the fables from the pictures and stimulate their interest in learning.
Contradictory Teaching Reflection 9 Contradictory Everyone made a "profound criticism" on the spear seller and extended a hand of friendship to "enthusiastically help" him (that is, practicing correcting the spear seller's statement so that his words are not contradictory, which is called "helping him sell contradictions").
I want their knowledge to jump out of books.
"Is there any contradiction in our life today?" Teachers should be good at guiding students' thinking to go deeper. I like this move better, but I didn't expect it to be too big, so the students were silent for a while.
Fortunately, I have become much more sophisticated over the years. Suddenly, I remembered something that happened in my office recently. I explained, "There is a drinking fountain in my office-the guidance office. The other three directors, who often drink hot water, only I like to drink cold water. One day, Director Zhu asked me,' Why don't you drink hot water?' I said,' I never drink hot water.' But I caught a cold these days, so I secretly drank several cups of hot water. What do you say if Director Zhu comes in at this time? "
"You are so contradictory!" The students answered in unison.
"Which word in my words is not well used?" Let them know where they are wrong.
"Never!"
"By the way, never drink-it's absolutely. Students, I can't speak. Who will help me? How to say this? " I won't stop until the end.
"You should say that I don't drink hot water at ordinary times. I only drink when I have a cold! "
"You can say that I don't usually drink hot water, but sometimes I do!"
……
"It's good to say so! Thank you for telling me this kind of event in your life! "
The students' discussion was unprecedentedly heated and in-depth.
Reflection:
"Dialogue" is a common word in the context of the new curriculum. I often guide students to face the language and talk frankly about people and things in the book. However, it is easy to enter the text; It is difficult to jump out of the text. If you bring the knowledge in the book to life, some students will not turn around at once. Therefore, it is very important for teachers to give examples. Where did the example come from? I suggest giving familiar examples.
What I say here is to quote people and things that happened in the school (at that time, in our school, Director Zhu was also a teacher familiar to the students, listening in the back). So students will have a sense of closeness. This inspires them to discover the people and things around them, and makes them feel that the people, things and reasons in the book are actually around them, and everything is much easier. Teachers should be good at observing the events in life, and then consciously connect with the teaching materials, so that "picking them at will" will play an important role in opening the deadlock.
To teach children to have eyes of discovery, teachers must first have a sensitive heart.