Reflections on the teaching of "more help, less help" 1 "more help, less help" arranged two class hours. The objectives of the first class are:
1, can read the text accurately and smoothly, can divide the rhythm of parallelism sentences, and memorize two groups of parallelism sentences on the basis of familiar reading.
2. According to the text notes and supplementary notes, the meaning of the text can be clarified. Master the translation of important sentences.
The first class is over, only one or two minutes before the class is over. It is too late to test the students' mastery of the translation of important sentences in class. Therefore, only let the students recite their notes for a while.
I read a book early today. Class 95 is from China. The students concentrate on reciting the text and taking notes. Considering that the winter vacation homework exam will be held in the school on Thursday, in order to give students time to recite and review the ancient poems of Seven 8th grade, only the content of morning reading was checked orally.
The second class is reading articles. The content is not much, and it goes well. It ends in about 20 minutes. In order to enable students to master knowledge accurately, I arranged a written test. There are many contents, 10 text notes, 5 sentences of translation and 2 sentences of dictation. But in the process of testing, I found that on the one hand, the amount was too large and I had to reduce the content; On the other hand, at the same time, students make a lot of mistakes, the sentences are not translated accurately, and they don't grasp the meaning of key words.
It is a pity that the investigation of knowledge points is too concentrated. If we learn what to check, check, feedback and correct in time according to the class objectives, our knowledge will be accurate and solid. As now, there are too many problems for students to master well.
So, in Grade 96, I changed my class strategy. Although I didn't have time to test the translation of important sentences in the first class, at the beginning of the second class, I wrote four important sentences on the blackboard for students to review the translation of these four sentences and correct their problems in time. Judging from the final examination results, the students really mastered it accurately and skillfully.
From the different teaching effects of this class in two classes, I draw the conclusion that in each class, we must check the knowledge points in time and guide the students to correct them in time, so that the classroom teaching effect will be good!
Reflections on the teaching of "more from the Tao but not from the Tao" Part II "More from the Tao but not from the Tao" is a short and pithy argumentative essay of Mencius. This paper is rigorous in logic, profound in thought, clear in viewpoint, powerful in argument, magnificent, full of emotion, incisive in language, especially good at metaphor, and expounding complex truth in vivid language.
In teaching, I first help students sort out the important, difficult and knowledge points of this lesson, and guide students to learn independently and master the basic consolidation part, from pronunciation and font to the understanding of key words and then to expansion and extension. With the help of tutorial system, according to the classroom mode of "autonomy-cooperation-inquiry", students' main role is fully exerted, which embodies the teaching mode of "three-dimensional five rings". In the process of teaching, "questioning-probing-cooperation to solve doubts" runs through the teaching. Students are good at finding problems, actively discussing problems, and truly feel the pleasure of seeking knowledge. Many unanswered questions have been answered, and many unanswered questions have become clearer in my mind. In this process, I actively encourage and affirm students' speeches and give them proper evaluation, which helps students build confidence and make them willing to show their own style in class. Give the class to the students, let them be the masters of the class, and be the organizers, participants and guides themselves.
Facing the stylistic obstacles in argumentative writing, it is always a big difficulty to sort out the argumentation process of argumentative writing. Judging from the implementation of the whole teaching content, many students still know nothing about the progressive method of the article, and the teacher's paragraph-by-paragraph analysis is not helpful for students to form certain ideas. How can we really return the classroom to the students? How to achieve "student-oriented development" in the teaching process? In this class, I gradually guide students to find arguments, summarize paragraphs, and talk about the role and ideas of argumentation. These links are very smooth. In the questioning and questioning session, many students mentioned that "the weather is not as good as the geographical position, and the geographical position is not as good as people's harmony". "Those who gain the Tao will help more, and those who lose it will help less." Which of these two viewpoints is the central argument? This question is of great exploration value. Students express their opinions. In the process of exploration, the author's writing intention gradually became clear, and both students and I gained a lot in class. Therefore, returning the classroom to students often feels insurmountable, but once you take the first step, you still get a lot.
If this course has brought me some experience worth popularizing, it should actually make me more aware of my own shortcomings and how to update my teaching methods. How to implement students' lifelong development in every teaching link? These are all places worth pondering.
Whether this class is successful or not, it is an ideological growth and a tempering of teaching in my mind. Enter the teaching materials, approach the students, implement the development of students in every class and every teaching link, always practice the "three-dimensional five-ring" classroom teaching mode, and constantly explore in the long teaching to build an efficient classroom and improve the teaching quality!
Reflections on the teaching of "getting more help from the Tao, but not from the Tao" The third part is that I am obviously not in the state in this class: the classroom teaching language is not smooth, the classroom organization is weak, and the guidance is not in place. I always feel a little awkward. The class is still my usual class, the students are still my familiar students, and there are no other teachers in class. This is just an ordinary class. Why am I so uncomfortable?
Therefore, I think that preparing lessons includes not only preparing textbooks and students, but also preparing yourself-entering the classroom in the best state. No matter what you wear, mood, and spiritual temperament, you should make yourself reach the most ideal state. Because the classroom is sacred, the image of the teacher will exert a subtle influence on the students. Teacher Dou Guimei said, "Standing on the podium, I am from China." A teacher who is calm and generous, elegant in speech, wise and humorous will certainly win the admiration and love of students. Only by kissing his teacher can he believe his way.
So, why am I not in the mood to take this course? In fact, the state of weekly classes is not very good. This may be related to the weekend break. I haven't had enough rest at home, and I'm going into intense work again. I'm a little reluctant psychologically. I understand that many teachers have this kind of performance. Secondly, attention is not paid to preparing lessons before class. I thought the class was ready, the teaching plan was written, and the text was taught several times in the past, so I became familiar with it. I thought it was unnecessary to prepare. So I no longer consider teaching.
There is also a poor introduction at the beginning of the class. The beginning is very important, it even affects the quality of a class. In class, I said, "During the Warring States period, wars were frequent and people suffered greatly. After Confucius, a Confucian master appeared. Who did you say he was? " It is easy for students to answer Mencius. "What are his political views?" I then asked. Now the students didn't answer. To my surprise, this question is not difficult to answer, because the students studied the ancient history of China in the seventh grade. But none of the more than 70 students can answer it. This makes me very disappointed and affects the mood of the next class.
Most successful teachers are good at adjusting themselves. Adjust the teaching progress, teaching strategies and emotions according to the actual situation. This is teaching tact, which can only be cultivated by continuous exercise in practice.
After reading the text, let the students discuss the following questions:
1 What is the central point of this passage?
How does the author demonstrate the central argument step by step?
3 What argumentation methods and rhetoric methods are used in this paper? What are their respective functions?
What is the guiding significance of Mencius' political views today?
These questions can be answered with a little brain. Therefore, I didn't let the students discuss, but led them to tell the answers. This is also a deficiency in the classroom.
Reflections on the Teaching of "Being Helped by the Tao" Part IV "Being Helped by the Tao, Being Helped by the Tao, Being Helped by the Tao" is selected from Lesson 18 of Book 6 of Junior Middle School Chinese of People's Education Publishing House and belongs to Unit 5 (Pre-Qin Historical Prose Unit). The text selected in the fifth unit of the second volume of the ninth grade is the prose of pre-Qin philosophers. Learning these texts will help students understand ancient society and enhance their understanding of traditional culture. Today, I participated in "Getting more help from Tao instead of Tao". I will talk about the "gains" and "losses" of this class by writing a reflection on teaching.
The study of classical Chinese should be rich in content. Not only to understand the meaning of words and sentences, but also to accumulate real words and function words in classical Chinese and learn several sentence patterns. It is not only the study of language, but also the appreciation of literature, and it is also the edification of culture and emotion.
Let me first talk about my "success" in this teaching.
1. Before learning the text, I arranged a comprehensive Chinese activity, "Confucius and Mencius as I Know", to let students know the life time and the essence of Mencius by consulting materials. And guide them to tidy up. In this way, activities can serve the text and help students understand the text better.
2. Let students learn independently and cooperatively with the help of notes and reference books. In group communication, you can ask each other questions, solve problems and exchange reading methods of classical Chinese.
3. Summarizing the usage of notional words and function words in classical Chinese in the form of reading cards, so as to "review the old and learn the new" can consolidate the learning effect.
4. Understand the text by asking questions. Guide students to think and explore some valuable problems.
These are all things that I feel reasonable in the design process, but the class is only forty-five minutes, so it is really difficult to cover everything. Through this lesson, I summarized the following "mistakes".
1. Students failed to notice the change of form when reporting their own translations, which made the atmosphere dull and students' attention not highly concentrated.
2. Classical Chinese should be understood in reading, but I think the integrity of the classroom does not allow students to fully contact the text, and reading is not in place.
3. The organization activities I designed are very good, but students should have time to organize digestion, preferably after learning the second chapter of Mencius.
4. When students discuss the central argument, they don't closely discuss the relationship between arguments, which leads to students' poor understanding.
The new curriculum standard emphasizes students' dominant position, and teachers are only organizers and participants in the classroom. In the words of a teacher, it is: "Every link of the teacher's classroom design should serve the students, be pragmatic, and explain every question thoroughly so that the students can gain something." I think the classroom design that follows the laws of education and teaching will definitely shine.
Summary reflection
The book "How to help others when gaining enlightenment and how to help others when losing enlightenment" is a classic with both literary and aesthetic feeling. For reading and appreciating articles, when designing teaching plans, we should pay attention to understanding, taste and sentiment in reading. When preparing lessons, we should use multimedia to teach, take reading as the main line, adopt the way of cooperative inquiry, and adopt the methods of reading, guidance, discussion and questioning to arouse students' learning enthusiasm. The teaching process of the whole class consists of several sections: the first section is "overall perception and reading training"; The second section, "Go deep into the text, read and appreciate", is divided into cooperative inquiry and difficult word interpretation, exploring the theme of the article, appreciating the art of argument, and satirizing and accumulating classics; The third section, "Make the past serve the present, expand the transfer", designs an open thinking problem and talks about the new meaning of "harmony", so that students can learn to understand and evaluate the content of the article from the perspective of historical development and use modern concepts, pay attention to the value orientation of teaching content and respect the unique experience of students in the learning process.
Cultivate students' interest in actively reading China's classic works; Enhance students' sense of identity with the excellent traditional culture of the motherland and draw on national wisdom; Enriching students' accumulation of traditional culture and accumulating details of traditional culture should be the ultimate pursuit of all teachers in classical Chinese teaching.
Reflections on the teaching of "more help from Taoism, less help from Taoism" Chapter 5 "More help from Taoism, less help from Taoism" is a classic with both literary and aesthetic feeling. Because it is a reading catalogue, I pay attention to understanding, taste and feelings in reading when designing teaching plans. I design reading as the main line, cooperative inquiry, and stimulate students' enthusiasm for learning.
In the teaching design, I think it is worthy of recognition:
First, before studying this lesson, I ask students to know the age of Mencius' life and the essence of his thoughts by looking up information, which can help students understand the text better.
Second, let students learn independently and cooperatively with the help of notes and reference books. In group communication, they can ask each other questions, solve problems and exchange methods of reading classical Chinese.
Third, understand the text by asking questions. Guide students to think and explore some valuable problems.
These are all things that I feel reasonable in the design process, but the class is only forty-five minutes, so it is really difficult to cover everything. Through this lesson, I summed up the following "mistakes":
First, students fail to notice the change of form when reporting their own translations, which makes the atmosphere dull and students' attention not highly concentrated.
Second, classical Chinese should be understood in reading, but because of the integrity of the classroom, I didn't let students fully contact the text, and reading was not in place.
Third, when students discuss the central argument, they don't closely discuss the relationship between arguments, which makes students' understanding not thorough enough.
In the words of a teacher, "every link of the teacher's classroom design should serve the students, be pragmatic, and explain every question thoroughly so that the students can gain something." I think such a class will be wonderful.
Reflections on the teaching of "getting more help from Tao without seeking Tao" (VI): Give full play to students' main role.
I believe that reading teaching is a dialogue among students, teachers and texts, and the classroom should be a stage for teacher-student interaction and spiritual dialogue, and every soul present should be opened with warm embrace. Therefore, in the whole teaching process, teachers' words and deeds and classroom organization reflect teachers' new role orientation, and the design of teaching methods mainly focuses on students' self-reading, since the enlightenment, questioning and discussion. I calculated that one third of the teacher's time is spent on speeches and activities, and the rest is given to students. Therefore, in the form of classroom organization, teachers always pay attention to let students participate in learning, create an equal, relaxed, democratic, safe and pleasant learning atmosphere for students, well determine the students' dominant position in learning, fully mobilize students' interest in learning and tap their creative potential, and stimulate their internal motivation to learn Chinese.
Second, based on reading, reflect the characteristics of prose teaching.
This composition is beautiful and suitable for Mr. Zheng, who has many years of teaching experience. So he pays attention to the guidance of reading aloud, so that reading aloud runs through the whole classroom teaching. Teachers flexibly use various forms, such as recording model essay reading, naming reading, joint reading, free reading and fast reading, to guide students to read the text with emotion, feel in reading, doubt in reading and answer questions in reading. And every reading has a clear purpose. For example, for the first time, students are required to master intonation and feelings and solve difficult words; Read aloud by name for the second time, and ask students to comment on the reading; The third free reading requires you to underline your favorite sentences and explain why you like them, and read these beautiful sentences together; Fourth, silent reading requires students to find and solve problems. In this way, through reading, students can feel and know themselves, cultivate their evaluation ability, correct their own shortcomings, and effectively improve their reading level and appreciation ability.
Third, pay attention to the problem consciousness and cultivate students' inquiry spirit.
In the classroom, teachers pay attention to "problems" to guide the whole learning process, which leads students to find and put forward problems themselves, and explore and solve them through teacher-student cooperation. This is a good way to break the disadvantages of passive acceptance of knowledge and lack of students' active participation. In teaching, teachers set a series of questions in advance, and then lure students into the trap set by teachers in advance, and learn and answer mechanically according to the ideas set by teachers, which limits students' multi-directional thinking and divergent thinking. In this class, the teacher broke this model well and paid attention to "problem-based" as the main learning method.
Fourth, conversion and continuous sublimation.
After learning the text, the teacher takes advantage of the situation, radiates knowledge in the classroom, and allows students to carry out organic training. For example, the teacher shows a picture and asks the students to find out the sentences describing the picture from the text, and then choose some sentences they like and expand them into a paragraph. This has cultivated students' practical application ability of knowledge, greatly expanded the coverage of the classroom, expanded the training volume and enhanced the penetration. Through the combination of in-class and out-of-class, we can further integrate what we have learned, improve students' perception and ability, and effectively improve the quality of classroom teaching.
Reflections on the teaching of "getting more help from Tao, but not from Tao" Part VII "Getting more help from Tao, but not from Tao" is an important part of Mencius' works, which fully embodies Mencius' thought of benevolent governance. This article is also the masterpiece of Mencius' essays, which is magnificent, so it is very important to learn this article for mastering Mencius' thoughts and the characteristics of his works.
When designing this article, I should first fully mobilize students' learning initiative and give play to their autonomous learning spirit. Mainly reflected in the following two links. The first is the understanding of the writer's works, so that students can consult the materials themselves and achieve the purpose of learning. Second, this article is in classical Chinese, and students can teach themselves with reference books and their text notes.
Secondly, arouse students' sense of cooperation, let students learn some difficult places independently and cooperate in groups. Mainly reflected in the following two aspects. First, let the students communicate in groups if they don't understand the translation of classical Chinese, and discuss it in the whole class if they don't understand it. Secondly, for this article, we can ask some questions that we don't understand in content, and then the teacher will integrate the questions and explain the text purposefully.
Third, the reading of this article is the key point. The teacher reads the text first, and the students talk about their feelings after listening, so as to get a preliminary feeling of the language features and the use of parallelism in this article. Students practice reading before reporting reading. In the process of explaining the text, students can read the text at a deeper level through their own feelings and understanding, and then learn to read the text aloud and understand the tone and feelings of this article.
Mencius' thought has far-reaching influence, even now. Harmony, harmony between man and Passepartout, harmony between home and everything, and so on. The concept of "harmony between people" is inseparable from both ancient and modern times. In the stage of expanding practice, I designed a question: Let students talk about the influence of "harmony between people" on your life. The significance of sage thought to reality is the purpose of studying ancient chapters, so we should be able to cross the boundaries of time and space and produce correct understanding and evaluation.
In this paper, I also use multimedia as a means to help students clarify the content of text learning and guide students to explore in depth. I first showed the author's information, so that students can understand the characteristics of Mencius and his works, and at the same time lay the foundation for future study. When translating texts, I use slides to help students understand language difficulties. In the outward bound exercise stage, I first show two pictures to guide students to realize the concrete embodiment of the idea of "harmony between people", so that students can easily associate it and further understand this idea. In homework, I hope students can read Mencius' articles after class, turn learning into interest and achieve the real purpose of learning.
This paper is difficult to grasp the time because of its many contents. In this respect, I will design it more carefully in the future teaching to make it more perfect and reasonable.
The reflection on classical Chinese teaching is an important part of our Chinese teaching research direction. But I seldom thought about the combination of reading and writing when I was studying classical Chinese. After combing the basic vocabulary and understanding the content of the text, perhaps this classical Chinese topic will be "fully excavated". When our group decided on this research direction, we were all very interested, and this point should be broken through.
Combined with my students' argumentative writing level, I think most of them have rich material accumulation and can choose appropriate arguments. However, there are some problems in most students' argumentative writing: after putting forward arguments, simply put forward factual arguments and list them, and everything will be fine, without realizing that "putting facts" is only a means and "reasoning" is the purpose. They complement each other, thinking that facts can reveal the truth. The cited examples often belong to the same level, and the vertical deep thinking is not in place, so it is impossible to analyze and interpret them in depth with arguments.
Therefore, I chose "How to help others when they are enlightened". Mencius was eloquent and profound in thought. It is very valuable to study how Mencius' articles are interlocking and simple. The key to solve this problem is to help students establish the consciousness of longitudinal discussion, and effectively guide them to think about how the text is done, get inspiration from it, list methods and apply them to the process of composition revision to complete teaching.
In the process of teaching design, I was greatly inspired. In Yang Qiong's "Noon" and Gu Run's "Once upon a time", I understand that the classroom should design a theme, which should run through the front line; When I was in Timmy, I felt that teaching a good text, grasping a point, asking a main question and solving a problem were practical and effective. In Professor Zheng Guihua's lecture, I learned that the focus of classroom teaching design should be to discover the unknown of students and find the correct design area. This class was taught to me on the platform of the studio.
In the process of grinding classes, I carefully analyze whether my design is in place, whether it is close to the original intention of design, whether my teaching links are effective, sort out students' feedback and further modify the teaching design. I got a lot of inspiration from my communication with Timmy. Among them, she suggested that I compare the original text by rewriting, which was really wonderful. I really appreciate the selfless help of my colleagues in the studio!
Because the same teacher came to our school, I was lucky enough to get expert comments after class. After class, Mr. Cheng Qiaoyun said, "This is an effective class and a down-to-earth class." I gave this class a lot of affirmation and encouragement. When my classmates came back, they also said to me, "Teacher, I finally understand how to write an argumentative paper." It is gratifying to be able to complete my original intention of attending classes.
Of course, I also know that I have many shortcomings, and I should also be aware of my own problems: first of all, I didn't give guidance in the process of commenting on students, which is also because I am inexperienced. Secondly, I want to choose a question that is more suitable for students' reality, or let students have more open materials to choose and make their own propositions, which may stimulate students' writing enthusiasm and exercise their ability to refine their opinions and demonstrate in depth.
In short, there is no perfect classroom, only listen to advice with an open mind.
Reflections on the teaching of "Getting more help from the Tao, but not from the Tao" Chapter 9 "Getting more help from the Tao but not from the Tao" is rich in content, which is not only an understanding of the word meaning and sentence meaning, but also an accumulation of function words in classical Chinese and a grasp of the text content, and is also an edification of culture and emotion. Let me talk about my feelings about the teaching practice of this course.
First of all, I think people are great.
In order to make students feel Mencius' great personality and enhance their national pride, I specially selected Mencius' and Liang's related sentences in the introduction part of this class for three purposes: First, I wanted to introduce the background of the times at that time; The second is to let students know the ideological roots of Mencius; Thirdly, I want students to feel Mencius' feelings about the world and his personality charm.
When introducing Mencius, students can look it up by themselves because they have previews, and simply pass by. At the same time, they can contact the students' reality, point out the bad phenomena around them, and guide them to learn Mencius' enterprising spirit, thus guiding their own behavior. Infiltrate ideological education in time.
At the end of the class, I specially designed two "thanks" to thank Mencius for his experience and his thoughts, so that we can cherish today and move towards harmony.
Second, show reading aloud.
Reading aloud in teaching can not only cultivate the sense of language, but also deepen the understanding of the text and attract students' interest. Therefore, the position of reading in the classroom can not be ignored. Students read by themselves, individually and in groups. At the same time, it emphasizes the importance of close cooperation between teams. However, considering the integrity of the classroom content, students are not fully allowed to read aloud, and reading aloud is not in place.
Third, break through difficulties and obstacles.
As long as an article has fresh ideas, the article will be more than half clear, which will also help to grasp the main idea of the article. One of the key and difficult points of this lesson is to clarify the thinking of the article. How to break through this difficulty? I set up interlocking questions to guide, and use the methods of students' communication, cooperation and inquiry to present ideas in the form of an outline and grasp the main idea. Students perform well in this link. Because they were worried about the pace of class, they temporarily canceled the section outlining cooperation within the group. After-class test, some students are unclear. The reason is that students are not involved enough.
Fourth, explore "human harmony"
A class without moral education is an incomplete class. The idea of "harmony between people" in this paper is an integral part of Mencius' ideology of "benevolence and righteousness" and "inviolability". This view was not only progressive at that time, but also reflected Mencius' unique view at that particular historical development stage, which is also beneficial for us to do good today. So I set aside ten minutes to discuss the meaning of "harmony between people" and introduce two questions into students' daily life:
1. Do you think your team is a united, cooperative and harmonious team?
2. Do you have a harmonious relationship with your parents in Grade Three?
Encourage students to speak freely, analyze themselves, create an atmosphere, talk with students, ask questions, analyze problems and solve problems. Learn to study and live correctly. The students' dialogue and analysis were very touching and won applause from others.
I don't think a class can cover everything. You must make a choice. We want too much in just forty-five minutes, and we often ignore one thing and disrupt the rhythm of the class. How to make an effective choice and how to break through the difficulties is still a process that needs to be explored hard.
Reflections on the Teaching of "Help More, Help Less" 10 "Help More, Help Less" is a classic with both literary quality and aesthetic feeling. Since it is a reading appreciation article, when designing teaching plans, we should pay attention to understanding, taste and sentiment in reading; At the same time, multimedia teaching is used in lesson preparation, reading is the main line, cooperative inquiry is adopted, and reading, guidance, discussion and questioning are adopted to arouse students' learning enthusiasm.
The teaching implementation process of the whole class consists of several parts:
The first section "overall perception, reading training";
The second section, "Go deep into the text, read and appreciate", is divided into cooperative inquiry and difficult word interpretation, exploring the theme of the article, appreciating the art of argument, and satirizing and accumulating classics;
The third section, "Make the past serve the present, expand the transfer", designs an open thinking problem and talks about the new meaning of "harmony", so that students can learn to understand and evaluate the content of the article from the perspective of historical development and use modern concepts, pay attention to the value orientation of teaching content and respect the unique experience of students in the learning process.
Cultivate students' interest in actively reading China's classic works; Enhance students' sense of identity with the excellent traditional culture of the motherland and draw on national wisdom; Enriching students' accumulation of traditional culture and accumulating details of traditional culture should be the ultimate pursuit of all teachers in classical Chinese teaching.