Reflections on the Teaching of Water Margin

The classic "Water Margin" is extensive and profound, and the time of a short class is too limited, so it is difficult to dig deep into the essence of the work. The following is my reflection on the water margin teaching, welcome to read for reference!

The key to the reflection on the reading guidance of 1 masterpieces in the teaching of Water Margin is to stimulate students' interest in reading, change "I want to read" into "I want to read", and let students become the masters of reading. As one of China's four classical novels, The Water Margin is favored by people, especially men. In the course of class, the interest of boys in our class is obviously better than that of girls. When talking about Song Wu, Song Jiang and other characters in Water Margin, the boys talked freely in Kan Kan, and the classroom atmosphere was very active.

In the introduction of Water Margin, the goal I set is very clear and simple, so as to better guide students to complete classroom tasks. With the passion of Liu Huan's "Good Han Song", students can't help humming along, and it is easy to bring students into the classroom situation. The teaching content is mainly to let students know the main content, main characters and artistic characteristics of Water Margin. Of course, it is very simple for the teacher to finish all these contents in class. Just give a brief introduction. But doing so completely extinguished students' interest in reading this novel, so I asked the students to explain it themselves, and other students supplemented it, and then displayed the relevant content on the big screen. One is to supplement, and the other is to achieve the purpose of error correction.

In the teaching process, most students are completely retelling and introducing the main story. However, some students directly "Baidu" the outline of the Water Margin story, and there are similarities in retelling it. Because they didn't finish reading the text of the Water Margin, they had to turn to the computer to cope with the errand. The difficulty lies in letting students summarize the artistic style of Shuihu, which is really difficult for junior high school students. So I will let the students discuss it first, then the group representatives will speak, and finally show it on the big screen.

A literary classic should convey more spiritual positive energy to us and let us see the extraordinary charm of literature infiltrating the soul. The Water Margin shows us the loyalty complex of Liangshan heroes, which is in line with the spirit of "being brave" that we are advocating now. However, students should be guided to be brave without breaking the law and discipline, and they should not break the law for the sake of so-called brotherhood, otherwise they will be punished by law.

Reflections on the Teaching of Water Margin 2 This text analyzes the author's writing intention: the author wants to tell students with his own personal experience that extracurricular reading can promote Chinese learning and is a good material to stimulate children's interest in traditional culture and cultivate extracurricular reading habits.

In the second lesson of teaching this text, I didn't explain it too much, but was introduced by the topic. How did the author read Water Margin? Ask the students to read the text silently with this question, find the answer in the text, sketch the words and expressions, write comments, and then communicate. First of all, the students quickly found a paragraph describing "love reading". I inspired them to read carefully, found out the sentences and words of "love reading", and guided the students to ponder the language and words, grasping the words such as "can't wait", "enjoy it", "watch it at dawn in the morning, watch it under kerosene lamps at night, and sit on the grass all the way back from school" and "read it in less than a week" to understand the author. Students first exchange the sentences they find, and then I guide them to say which words they think I love reading Water Margin, and then let them read them in person with their own experiences, so as to reproduce my obsession and love for reading, let students evaluate in reading, then compete to read, give affirmation to those who read well, and then let students read together, so that children can feel the joy of reading.

Finally, summarize the author's gains from reading Water Margin, let children talk about the role of reading, and recommend reading bibliography. The students spoke enthusiastically and talked about their reading gains. Some of them have benefited a lot from "parent-child reading". Some of them improved their writing to express their gratitude for the benefits of reading. Some of them feel very practical through the books they read, and recommend other students to read these books ... In short, I always make students the masters of the whole class. Students are easy to learn, active in behavior and good in learning. Nevertheless, I found that some students still can't move, can't let go, some are listless, some are absent-minded, and not all students can actively participate in it and cooperate tacitly. A few students are still not active enough. I think we should encourage and guide them more in the future, improve their interest in learning, help them build confidence, stimulate their desire for learning, strive for everyone to participate in learning activities, and truly make the classroom a stage for all of them to show.