In study, work and even life, everyone often comes into contact with prose, right? Prose is a literary style that is mainly narrative or lyrical, with a wide range of materials, flexible writing methods, short length, and rich sentiments. Do you know what the essence of writing prose is? Below are the reflections on the teaching of the prose poem "The Tree is So Nice" that I collected for you (selected 5 articles). You are welcome to learn from and refer to it. I hope it will be helpful to everyone. "The Tree is So Nice" Prose Poetry Teaching Reflection Chapter 1
1. Analysis of teaching materials:
The prose poem "The Tree is So Nice" describes the activities of people and small animals near the big tree. The scene is full of childlike interest and beautiful artistic conception. In the process of reading the work carefully, I found that there are some things in the original work that are not very reasonable, such as the first sentence, "The trees are so nice. Birds can make nests in the trees, and every day at dawn, the birds will chirp. "I think it's the mother bird that makes the nest, not the baby bird. In addition, the third sentence "The tree is really nice. If a big dog chases my kitten, the kitten will climb up the tree and hide, making the big dog bark in anger." Here I think if it is a big dog and a small Only when the cat comes to play games can it have a beautiful and positive emotional experience for the child. Based on the above two points, I adjusted the content of the prose poem "The Tree is So Nice" to:
The Tree is So Nice
The Tree is So Nice. The mother bird can build a nest in the tree, and the chicks will chirp every day at dawn.
The tree is really nice. Our family had a picnic under the shade of the trees. We all ate deliciously, talked and laughed, and it was lively.
The tree is really nice. The big dog and the kitten were playing hide-and-seek. The kitten climbed up a big tree and hid, which made the big dog bark "woof" in anxiety.
The tree is really nice. I made a swing and hung it on the tree, and let my doll sit on it and rock it, rock it.
2. Goal design:
When designing activity goals, the teaching goals are as follows:
1. Appreciate prose poems and feel the use of trees .
2. Develop the emotion of being close to and caring for trees. I think that in the design process of this goal, it is not appropriate enough to confuse the goals of language and science. Moreover, according to the content of the prose poem, it is not very suitable for the emotional education of caring for trees, because it involves "I made a swing and hung it on the tree" (this is not an expression of caring for trees).
When defining this activity as a language activity, I modified the goals to:
1. Guide children to understand the content of prose poems and feel their beautiful language and rich imagination. , perceive the beauty of artistic conception of prose poetry.
2. Learn the beautiful language descriptions in prose poems, and associate and describe them under the guidance of the teacher.
3. Develop a preliminary love for nature.
3. Activity preparation:
In preparation, I made PPT courseware based on the pictures in the children’s book, and linked the contents of the four prose poem fragments to the large pictures, so that the children When describing a certain content, teachers can show corresponding enlarged pictures, which is more convenient for children to observe and express. "Tree is So Good" Prose Poetry Teaching Reflection Part 2
Trees can be seen everywhere in our lives, and they play an irreplaceable role in the ecological environment. Trees are good partners of human beings. In the eighth unit of the fourth volume of the Chinese textbook for primary schools in the E-education edition, the prose "Trees Are So Nice" was selected to guide children to understand the role of trees more concretely, clearly and emotionally. The language of the whole poem is easy to understand and full of childlike innocence. It is easy for students to get excited and easy to understand. Students became more interested in learning the text and enriched the language with their own life experiences. They read it with gusto and with great interest. Now that I think back to the scene at that time, I feel a lot.
1. Create conditions for personalized reading.
Students have different knowledge, experience, interests and hobbies, different inner needs, and different focus on learning content. Therefore, in teaching, teachers’ learning goals need to be determined on an individual basis and students’ specific performance should be respected.
When reading for the first time, I guide students to arrange their own learning, seek solutions when encountering words they don't know and sentences they can't read, and then self-examine, communicate, and learn interactively. When re-reading to understand and experience emotions, I respect the children's individual choices and let them choose reading content, reading methods, learning partners and expression methods, maximize their strengths and avoid their weaknesses, and fully mobilize students' interest in learning. For example, "read", "draw", "write", etc., allow students to express their individuality, enhance their self-confidence, show their intellectual advantages, and generate their own unique feelings, experiences and understandings through independent participation and self-selection.
2. Train language based on text.
The prose "The Tree is So Nice" is beautifully written. When preparing the lesson, I wondered what else should I do besides instructing students to read the article well? The text of this text is quite unique. The structure of each section is similar and has great rhythm. It is a good language training. Material. Therefore, on the basis of reading the text well, I ask students to think about what other functions trees have and whether they can write it in this form: "Trees are so good." The works written by students are very interesting, "Tree It's so good. When it rains, it opens its arms to hold up the umbrella for the birds to prevent them from getting wet. "The tree is so good. It absorbs carbon dioxide and spits out oxygen, making the air fresher."... The students' words. The imagination and interest in it make people feel surprised.
3. Pay attention to reading aloud and use reading instead of speaking.
In teaching, I pay attention to giving students enough time to read, select the parts of the article that they want to like, guide students to experience the scenes described in the article, and read their own feelings in different ways to achieve emotional expression. The effect of reading aloud. Finally, when reciting their favorite parts to music, students can integrate themselves into it and recite it emotionally.
4. Cultivate students’ independent thinking habits.
Students’ individual thinking is very important. Therefore, I focus on cultivating students' independent thinking habits. I often ask students what they think about this. I also write the student’s unique ideas on the blackboard and call them his patent. In this way, students' independent thinking habits are effectively cultivated. "Tree is So Nice" Prose Poetry Teaching Reflection Chapter 3
Our theme this week is "Our Tree Friends". When taking children for a walk, we often see various trees planted in kindergartens, and they also Arousing discussion among children, the prose poem "The Tree is So Nice" is an excellent literary work with beautiful language and artistic conception.
The focus of this activity:
Feel the beauty of the language and artistic conception of prose poetry. Under the guidance of teachers, understand the role of trees in purifying the air and beautifying the environment, and develop the emotion of caring for trees.
The difficulty is:
According to the characteristics of this prose poem, try to imitate the prose poem.
Objectives of this activity:
1. Understand the content of prose poems, feel the beautiful artistic conception of prose poems, and try to imitate prose poems.
2. Understand the role of trees in purifying the air and beautifying the environment, and develop the emotion of caring for trees.
Success points:
Today’s after-dinner activity was to take the children for a walk, and consciously caused the children to discuss the benefits of trees. During the activity, I first caused the children to recall what we had done during the walk. Observing the tree friends around us has greatly exerted the initiative of children in reciting poetry. It is very popular among children and has the effect of getting twice the result with half the effort.
Disadvantages:
When creating prose poems, children’s language expression ability is weak and their knowledge is relatively narrow. It is necessary to expand children’s knowledge in extracurricular activities, and parents should also be advised. Provide more educational guidance to young children on weekdays. "The Tree is So Nice" Prose Poetry Teaching Reflection Part 4
Spring is full of vitality. Trees are familiar things to young children, and they are very interested in trees. "The Tree Is So Nice" is a relatively short prose. The birds and kittens in the prose are familiar and interesting objects in children's lives. The material is chosen close to children's lives and is full of life interest.
This is a public lesson I prepared. Due to the continuous activities in the kindergarten, the teachers did not have time to listen to the class, but I think this teaching activity is still very funny, and the children like it. activities, and also willing to learn prose poetry.
This activity mainly allows children to appreciate prose, understand prose materials, feel the use of trees, transfer new narrative experiences, try to imitate, and develop the emotion of being close to and caring for trees. According to the goals, the activities are divided into several links: appreciation, recitation, and imitation. They are closely centered around the goals, grasping the focus of the language activities, and the rhythm is relatively compact.
Before class, I carefully designed the questions, and the questions for the four pictures were all different, such as: "Why do birds like trees? Who else likes trees? Why? Why do kitten friends like them?" Where's the tree?" Wait. After the children answer in the language of prose, let the children learn together, and let the children learn prose naturally and fluently.
In the activity, I responded to the children’s answers in a timely manner. When asked "Do you like trees? Why?", one child said: "Trees can be used as tables." Other children followed up with "Trees can be used as chairs" and so on. The answers were limited to "What trees can do". I immediately responded: "What can be made from trees, so what can be done on or under the trees?" Help the children return to the goal of the activity. Some children said: "Trees can make bowls." I immediately asked: "What kind of bowl should I make?" Help the children make the words clear. When the children said, "A tree can make a bird's nest." I immediately asked, "What is a bird's nest made of?" This gave the children the correct experience. When a child encounters difficulty in answering a question, I ask other children to help him, so that the child can learn to listen to and evaluate others through peer help. When organizing activities, teachers should be a careful listener, keen observer, and attentive facilitator, respond effectively to children's questions in a timely manner, and trigger multi-directional interactions between teachers and children, and between children.
In terms of the effect of the activity, the children's emotions were high and their excitement was still high. Their various abilities such as observation, appreciation, memory, imagination, and creation were exercised and cultivated, and the goals of the activity were basically achieved. But the shortcomings of the activity are also obvious.
As a prose appreciation activity, the activity goal requires children to appreciate prose. However, according to the activity design, it is obviously not enough to allow children to appreciate the prose completely once. The overall experience of the children is too little. Therefore, you can add soft music to the first appreciation, so that children can quickly get involved in the situation. After appreciation, ask "What did you hear in the prose?" Let the children talk about it without requiring standard answers, and then "Listen again" What exactly was said? ”
The purpose of letting children do something for trees at the end of the activity is to encourage them to get close to trees and care for them. However, the organization of the activity is somewhat delayed, and The capacity of the entire activity appears to be larger, so the last link can be put into the extension activity and the activities can be implemented in detail, such as recognizing the class tree, watering it, taking care of it, etc., and the third goal can be penetrated in the front in the link. During the activities, teachers should pay attention to fully exploring the value contained in the activities and infiltrating emotional guidance in the process of understanding. "The Tree is So Nice" Prose Poetry Teaching Reflection Chapter 5
During the activity, under the guidance of the teacher and the use of PPT courseware, the children were able to recite the prose poem completely, but I also I discovered a problem in the activity: Although it seemed that I had created a relatively relaxed environment for the children, allowing them to look at the pictures and talk about them, and guiding them to express themselves in more complete language, I did not really give full play to my role in the activity. The initiative of children is reflected in the fact that after the children have their own interpretation of the whole picture, the teacher does not make appropriate adjustments to the work according to the children's wishes, and transforms the children's spoken language into written language and becomes the children's own things. Instead, it returns to the pre-conceived language. In the design of activities, children's interest in learning began to decline. Although it still has a certain effect in terms of learning the material of this prose poem, it still has a certain effect compared with the spirit of "Outline" that children are the subject of learning. gap.
Although this requires high quality for teachers themselves, the new curriculum requires us to guide children to creative activities, actively participate in activities, and emphasize children's learning creativity and autonomy. This poses a challenge to our teachers. Severe tests require us to continuously study and reflect, reorganize our knowledge and experience, and learn, research, explore, and solve such problems in continuous practice to adapt to the needs of the development of modern early childhood education.