I didn't take the draft of Li's lecture comments.

Don't take the model essay of Li's lecture evaluation draft (7 general remarks)

Classroom evaluation refers to the value judgment of the activities of teachers and students in classroom teaching and the changes caused by them according to the classroom teaching objectives. The following is a model essay (7 commonly used) that I have carefully arranged for you. Welcome to reading.

Wang Rong 1 "Don't walk by the roadside" is selected from the first text of Unit 8, the first volume of Shi Shuo Xin Yu, grade four. The main point of this article is that Wang Rong is only seven years old, so he can analyze it according to the environment. It can be seen that Wang Rong is a child who is good at observing and thinking.

Combining with the teaching staff, I have formulated the teaching objectives of this course:

1, understand the key sentence "There are many trees on the roadside, and there must be bitterness."

2. Be able to tell this story in your own words and understand the meaning expressed in the text.

The teaching emphasis of this paper is:

1. Cultivate the consciousness of classical Chinese in various forms of reading, accumulate some common classical Chinese vocabulary, and learn the habit of careful observation and good thinking of the ancients;

2. Make students understand the characteristics of Shi Shuo Xin Yu and stimulate their interest in reading Shi Shuo Xin Yu.

First, the teaching effect.

This text is written in classical Chinese, so it is difficult for students to get in touch with it for the first time. According to the cognitive characteristics of students and the characteristics of teaching materials, the designed teaching process has achieved satisfactory results.

1, "reading" leads. Grade four pupils are still unfamiliar with classical Chinese, so they must be familiar with it if they want to understand the content of the text. So, first of all, the blackboard writing topic: Wang Rong tried not to lead the teacher Li next to him to read, but found that the students knew words but refused to stop, so he learned to stop teaching reading topics. Then I demonstrate reading by myself, so that students can learn how to read classical Chinese while listening. After listening, practice reading aloud freely, read each other at the same table, and give instructions in class in time when problems are found, so that every student can read this article and learn to read other classical Chinese on this basis. Finally, it means that students show reading aloud in class, and when they read well, they will be taught by a small teacher and experience the happiness of being a small teacher.

2. "Group cooperation. On the basis of reading well, guide students to try to understand the meaning of each sentence with the help of the materials at hand and the notes in the text. Create an atmosphere of self-study in since the enlightenment, so that students can learn by themselves. This link should give students enough study time, combine the language elements of Unit 7 to make comments, and let students write their own comments.

3, imperceptibly. First, guide students to communicate: What have you learned from Wang Rong? Students can speak freely, speak more accurately and feel very good. Imagine: What other celebrity anecdotes have you read? Guide the students to talk about Sima Guang's smashing cans. And once again find the bright spot in familiar historical figures: you must be good at analyzing everything before you can come to a correct conclusion.

Second, success.

Students can read classical Chinese well and pronounce it accurately. Understanding is very in place. The whole class is very lively.

Third, improvement measures.

If I take this text again, I will change my strategy and stimulate all the students' interest in class. Increase recitation and dictation to lay a solid foundation.

Comment on Li's lecture of "not taking the avenue" Part II "Not taking the avenue with Li" is selected from Shi Shuo Xin Yu. This article mainly tells the story that Wang Rongnian was good at thinking and calmly inferring when he was only seven years old.

The teaching emphasis of this paper is: to cultivate the sense of classical Chinese language in various forms of reading, and to retell the story content with the help of keywords and charts; Let students know the book Shi Shuo Xin Yu and stimulate their interest in reading Shi Shuo Xin Yu.

First, the teaching effect.

Around the teaching objectives of this course, I have achieved the following teaching effects:

1. Strengthen reading and diversify reading (model reading, independent reading, synchronous reading, etc.) and consciously let students gradually accumulate and feel in the process of reading.

2. Grasping the unexpected situation outside the teaching preset, the dynamic generation of the classroom is skillfully done, and unexpected results have been achieved. Retell the story with keywords and charts;

Second, success.

When I was in this class, my greatest success was that students could retell stories with the help of notes, keywords and charts.

Third, shortcomings

The link design is too comprehensive, which seems bloated and cumbersome. Pay too much attention to all aspects of teaching, and the time of each link can't be guaranteed at all. A good class doesn't have to be "watertight", but it needs space. Without space, there is no reverie and deep thought; Without reverie and deep thought, there is little personality and innovation. Sometimes leaving space means leaving expectation, aftertaste and creation! The ancients said, "It is better to teach people to fish than to teach them to fish." Teachers should pay attention to methods, knowledge and ability in teaching design.

Fourth, improvement measures.

If I take this class again, I will do this: first, create a situation, introduce a new lesson-read the text, get a preliminary feeling-translate the text and grasp the content. Then translate the text and grasp the content. Teachers prompt, courseware shows self-translation methods. Then read and translate by yourself: students compare notes, use reference books, understand words and phrases, and dredge the meaning of the text. Teachers guide students to read the text, take notes, try to translate the article, and record the words they don't understand by drawing circles. Finally, read the main idea, ask questions and explore: try to evaluate the characters and think about what you have learned from this story.

Go to Li's lecture without taking the main road. Review 3 "Don't Take the Road of Li" is a classical Chinese text selected from Shi Shuo Xin Yu, which tells the story of a witty teenager who is good at observation and reasoning analysis. The full text is concise, with only 49 words, but its connotation is very rich.

Reflecting on the classroom teaching of this class, there are mainly the following points:

First, learn to teach and teach for learning.

The goal of the whole course is to take students as the center and students' learning as the teaching goal. In other words, all the significance of teaching lies in the development of students and the improvement of their learning ability. In class, according to students' learning situation, students are guided to read the text in different forms, such as model reading, named reading and synchronous reading. When students encounter polyphonic words and don't know which sound to read, they are taught to tune according to their meaning. Choose the pronunciation according to the word "many branches" appearing in the article. If you understand the meaning of the word, you will naturally understand it. Here, you should choose the pronunciation of zhé and teach it to fish instead of fish, so that students can acquire a way to solve problems by themselves in similar situations in the future, thus cultivating students' sense of classical Chinese and feeling the charm of classical Chinese.

Second, dig deep into teaching materials and make effective choices.

This class is not to guide students to understand this classical Chinese word by word, but to simply understand the obstacles of some new words with the help of notes, such as the meaning of "race walking" and what the word "zhi" refers to. Let students mainly tell stories. In the process of telling stories, according to the concise characteristics of classical Chinese, guide students to explore non-linguistic factors in textbooks, encourage students to boldly imagine, and add some contents that are not in the text, so that students can give full play to their rich imagination and boldly express their inner thoughts, so that our classical Chinese can be alive and spiritual, and at the same time keep students interested in learning classical Chinese. At the same time, it also provides some methods to practice storytelling: explain the cause, process and result of the story clearly; Have rich imagination; You can also add appropriate actions, language, demeanor, etc. Students' thinking has been improved in innovation again and again, especially the question "What should children do when they see so many plums on the roadside trees?" After asking this question, I immediately asked, "What will the children say when they go to pick plums? What is the action? " I was very surprised by the students' speeches, and I was deeply impressed by the children's magical imagination, which is exactly the direction that our Chinese teaching should cultivate. Storytelling not only consolidates the understanding of this classical Chinese, but also exercises students' oral expression and imagination, and can also be transferred to their own life experience.

Third, pay attention to extracurricular extension.

Our Chinese classroom should break through the inherent boundaries of textbooks, open the skylight to the world outside the text, and pay attention to classroom capacity. Therefore, in class, we can learn the story of Wang Rong watching the tiger in the latter part, so that students can have a more comprehensive understanding of Wang Rong, stimulate children's interest in learning classical Chinese, and naturally recommend reading Shi Shuo Xin Yu, thus guiding students to like classical Chinese slowly and inheriting the cultural essence of our Chinese nation.

There are still some shortcomings that I think, considering that there are not a few students who tell stories during class. In the future, I will learn from excellent teachers, study hard, carve carefully and think while teaching, so that my teaching level will reach a new level.

Don't Take the Road of Li Lecture Review Draft 4 "Don't Take the Road of Li" is the intensive reading text of Unit 8 of Book 1 of the fourth grade text, and it is also the second classical Chinese in this book. The classical Chinese in the third and fourth grades are mainly some popular and simple ancient Chinese. Because of their different genres, it is necessary to define the learning objectives. First, let students feel the beauty of language and rhythm of classical Chinese, learn to punctuate sentences correctly, feel in reading, read and remember in feeling; The second is to use a variety of means to stimulate children's interest in learning small ancient prose, cultivate a sense of language, and understand the truth contained in the text through learning. But most of them are familiar stories, the classical Chinese is short and pithy, and the story content is not too difficult to understand.

This week, we studied and watched the open class teaching of Li's classical Chinese "Don't take the Tao". Tell me my opinion in class.

First, the teaching ideas are clear, the teaching links are promoted layer by layer, and the whole class has achieved good teaching results with exquisite courseware. The introduction begins with "explaining the topic", especially the meanings of the two easily mistaken words "Rong" and "Qu", so that students can have a general understanding of the topic and the things to be said in the text. However, the lead-in time here is a bit too long, which leads to a relatively compact content in the later period, and the classroom exercises in the courseware are useless.

Second, in the process of reading aloud, we should pay attention to the rhythm and rhythmic beauty of classical Chinese, which can be read together or separately, and then let students feel its characteristics further through the mode of mutual evaluation.

Third, grasp the key words to guide students to understand the meaning of classical Chinese sentences, take students as the main body, pay attention to students' guidance and thinking, give students enough time to think, and make the classroom orderly. Among them, the word "fold" is demonstrated with a soft ruler, so that students can understand that the fold is curved, not broken, which is very vivid. The meaning of the synonym "Zou" in ancient and modern times and the meaning of "three pronouns" in the text are emphatically explained. Of course, when you grasp the key words to explain the meaning of the sentence, you can ask several students to talk about their understanding. After the teacher summarizes the comments, you can repeat them to deepen your understanding of the content.

Fourth, there is a certain sublimation in the theme, focusing on the cultivation of students' moral character. By learning the story of not standing on Li's side, the teacher led the students to think, and summed up that he is a child with keen observation, good thinking, smart wit and calm thinking. We also need to learn this quality from him in life.

Of course, I think there are many ways to make the classroom atmosphere more active and the content of the teacher's blackboard more concise.

Don't take the road to listen to Li's remarks. Professor Yu's "Don't Take the Road of Li" is a concise, interesting and profound essay. It's a small ancient prose in Unit 8 of the first volume of Grade Four. I believe that some teachers here, like me, were afraid of learning classical Chinese, content words, recitation and translation when they were students! In teacher Yu's class, through the pre-class dialogue and the teaching of the new word "Rong", students suddenly entered the world of ancient prose and turned their fear of ancient prose into ancient prose. What is fun?

Happy reading:

The new curriculum standard points out that the requirements for ancient poetry in the second stage are: reading excellent poems, paying attention to experiencing emotions in the reading process, expanding imagination and understanding the theme of poetry. As can be seen from the curriculum standards, reading is the main way to learn ancient Chinese and a bridge to the classical Chinese world. Reading runs through teacher Yu's class. The first reading is accurate pronunciation, the second reading is to guide students to read aloud rhythmically and read out the charm of ancient Chinese, and the third reading is to recite by action. Finally, Mr. Yu made vertical and punctuation-free ancient prose and read it aloud with music. This reading form can arouse students' interest, form a strong Chinese style, and make students feel the charm of China traditional culture.

Two le le si:

"One stone stirs up a thousand waves, and two stones stir up a thousand waves." Teacher Yu set questions in class and pushed them forward layer by layer. The whole class revolves around the image of Wang Rong: What kind of person is Wang Rong? Tell me what you know about Wang Rong. What kind of Wang Rong did you see? These questions aroused the students' thinking waves, so from the students' mouths, a Wang Rong who is good at thinking, reasoning and clever emerged.

Three music learning:

"A good class can benefit students for life." Teacher Yu is like a catcher in the rye. Respect students' dominant position, let students learn and communicate in cooperation, and realize the learning methods of ancient Chinese: expanding vocabulary, looking up notes and dictionaries, and changing vocabulary. Teacher Yu sowed the seeds of ancient music, and the students enjoyed reading, thinking and learning in the whole class.

Wang Rong didn't listen to Li Pingyi's lecture. This class is classical Chinese. Students already know the genre of classical Chinese before, so it won't be too difficult. According to the language elements of this unit, I set the teaching objectives of this lesson as follows:

1. Master the new words in this lesson and understand their meanings.

2. Be able to read and recite the text correctly and fluently.

3. Be able to understand the text with notes and tell stories in your own words.

4. It can explain the truth that "trees are on the roadside and there are many children, which will be bitter for plums".

In this class, in order to let students quickly understand Shi Shuo Xin Yu, I played Smaguang's Breaking a jar, which Cao Chong called two short stories, and the dialogue introduced a new lesson.

I think the general process of learning classical Chinese is:

1, read the text for the first time, dredge the text.

2. Read the notes again and understand the meaning.

3, contact the context, sentence by sentence translation

Read the text again and retell the story

5. Recite the full text and understand the connotation.

According to this process, in my study, I pay attention to the guidance of methods. When reading the text aloud, I remind students to pay attention to the pause in classical Chinese. In understanding the meaning of the article, I read the short article smoothly according to the notes and illustrations. On the basis of understanding the story, I will compare Wang Rong's behavior of "not moving" when he sees a plum on the roadside with that of other friends, and pay attention to Wang Rong's language. "There are many children on the roadside, which is bound to be bitter." Although the children have completed the teaching objectives of this class, there are still many loopholes and shortcomings. Teacher Wei's guidance in the teaching and research section made me wake up and gained a lot.

To read classical Chinese well, it is very important where to pause, and the pause of classical Chinese should be broken. Teachers should conduct standardized demonstrations and guide students to read. And I just didn't do it well, I just showed the pause rhythm. Should we give pause guidance to classical Chinese at the beginning, let the teacher give pause directly, or let the students experience pause when trying to understand the meaning of the article?

Yes, it is natural for students to understand the content of the text and realize where they stopped. If you understand the content of the text, you can understand the meaning of the word "zhi" in the text. The word "zhi" appeared three times in the text, but at that time, students did not understand the meaning of these three words at once in class.

There is still much room for improvement in this class. First of all, in terms of teaching, the first link-reading aloud, the forms of reading aloud are not diverse enough, students read less, and the role and significance of reading aloud are not fully exerted; Secondly, in the explanation of the text, there is not enough guidance for students to read aloud during the explanation process, students are not absorbed enough, and the taste of classical Chinese felt during reading is not enough. Secondly, teaching is not vivid enough, too comprehensive, and ignores children's nature and feelings. This is an article featuring children. The story still happened in the process of children playing. Students can perform in the form of sitcoms and feel the experience. In this way, we can not only understand the meaning of the text, but also let students enter the text and feel it for themselves. At the same time, they have their own games, which are helpful to the formation of the classroom and the process is more interesting. Or let students combine their own experiences, tell their findings in the game, combine articles, draw conclusions and so on. In short, this is the result of my excessive pursuit of students' ability to take exams and ignoring their characteristics and feelings. In the future class, I will use my brains more, and really take students as the center when preparing lessons, so as to design a high-quality class that students really find interesting.

Wang Rong doesn't take the main road. In the enlightenment stage, the fourth-grade students in primary school are still unfamiliar with classical Chinese, so they must be familiar with the text if they want to understand it. So, first of all, the blackboard writing topic: Wang Rong tried not to lead the teacher Li next to him to read, but found that the students knew words but refused to stop, so he learned to stop teaching reading topics. Students are free to practice reading aloud, read from each other at the same table, and give instructions in class in time when problems are found, so that every student can read this article and learn to read other classical Chinese on this basis. Finally, it means that students show reading aloud in class, and when they read well, they will be taught by a small teacher and experience the happiness of being a small teacher.

In the process of integrating knowledge with practice, on the basis of reading well, guide students to try to understand the meaning of each sentence with the help of notes in the text. Create an atmosphere of self-study in since the enlightenment, so that students can learn by themselves. This link should give students enough time to study and let them learn to write annotations. Then, start the story-telling competition. Try to tell this little story in your own words. Choose the best storyteller in the group first, and then show it in class. Requirements: natural, decent, generous and fluent. Vote for the best storyteller through the students' statements on the stage, and award awards as encouragement. In telling stories, we can understand the students' understanding and guide them in time, so as to correctly understand the content of the text. Finally, create a discussion session and show the courseware: talk about why "a tree with many children on the roadside will be bitter." Guide students to learn to be a conscientious person in life, learn to observe, analyze and solve problems in observation.

In the intelligent module, guide students to communicate: What have you learned from Wang Rong? Students speak freely.

Teacher's summary:

It is a good habit to be diligent in thinking, love to use your head and make reasonable judgments through some phenomena. Because of this, Wang Rong became a talented person when he grew up, and was called one of the "Seven Sages of Bamboo Forest" at that time. Students should be good at analyzing everything and drawing correct conclusions.