Comments on the second volume of the fourth grade Chinese swan story.

Comments on the swan story 1 16 On April 6th, I participated in the live observation activities in the sex education class, and I was fortunate to learn and observe the teaching of the swan story taught by the teacher. First, I made the following comments:

First, clear teaching ideas

Teacher Li's teaching ideas for teaching this article are very clear. I think it can be divided into the following sections: 1, grasping the main line of the text 2, raising the main body of the text 3, refining keywords 4, establishing the image of a swan 5, building the group image of a swan 6, playing the leading role 7, practicing reading and writing 8, and expanding extracurricular reading.

1. In the teaching design of these teaching modules, Teacher Li first lets students master the full text through the teaching links of 1 and 2, and through these two links, determines the teaching focus of this course.

2. In 3 and 4, the teacher compared the old swan to? Stone? By comparing the similarities between the two, our teaching reflects the speed and strength of the old swan's falling, and by comparing the differences between the two, we can extract the essential spirit of the old swan. It can be described as a metaphor, two different ideas and a profound understanding. Through the analysis of similarity, the teacher recreated the scene of the old swan breaking the ice at that time, and through the comparison of different points, he saw through the spiritual discourse of the old swan.

In the teaching sessions of 3.5 and 6, the teacher interprets the scene by showing the geese to help, right? Pain? And then what? Cheerful? Through comparative interpretation, the image of a group of United and brave geese was established. Teachers are good at analyzing the understanding of key words, leading students to analyze two different emotional experiences of swans, and showing the unity of swans. Then, with the question of why the old man put down his shotgun, the spiritual connotation of the swan when it broke the ice deepened again.

4.7 class, teachers and students recite together? Ancient and modern sages? United teaching and examples of unity and cooperation in life combine Chinese classroom teaching with real life, which fully embodies teachers' teaching. Big language view? Teaching ideas.

Second, the teacher's reading is wonderful.

In the teaching process of this course, Miss Li's reading design is compact and wonderful, natural and distinct. Through the continuous improvement of reading language in teaching, teachers can deepen students' understanding of paragraphs and sublimate students' image display of the old swan.

These include:

Teacher: Even if the thick ice layer only cracks a thin crack, I will (projection shows: take off, use the impact of falling, and let my chest and wings beat hard on the ice like stones)

Teacher: Even if Bai Bing is dyed red, I will (the projection shows: take off and use the impact of falling to make my chest and wings beat hard on the ice like stones).

Teacher: Even if it is the last flight in my life, I will (projection shows: take off, use the falling momentum, and let my chest and wings beat hard on the ice like stones)

Third, some suggestions:

1. The spiritual connotation of the old swan is not refined enough in this course. In addition to the bravery of the old swan and the unity of the swan group, we should also interpret the sense of responsibility and wisdom embodied in the old swan. More importantly, we should highlight the image of the old swan. For example, the old swan is only brave. Is there something missing? While interpreting the bravery of the old swan, students should also show their determination to break the ice and sense of responsibility for the survival of this swan group through the bravery of the old swan. They should also see that the old swan has the wisdom to face difficulties. Teaching through this class is not just teaching students? Ever? , more should? Wisdom and courage? . In teaching design, it is necessary to analyze the psychology of the old swan before breaking the ice, so this course is short of one. Did the old swan worry about breaking the deadlock? Such a similar question. Extract the inner entanglement of the old swan when it breaks the ice, and then use it? Stone? Metaphorically speaking, purify courage and sacrifice. Guide students to the old swan through such questions? Zhiyong? Interpretation. In the process of the old swan breaking the ice, is it brave? We were inseparable.

2. The teacher spent too much time in teaching the seventh and eighth links. Moderate expansion is the characteristic of Chinese teaching, but excessive expansion is the disadvantage. Reading? Ancient and modern sages? For example, I think we can only choose one of the two. Reading? Ancient and modern sages? In the teaching of this class, the teacher's interlanguage seems a bit stiff. Can we make the transition like this: with a similar one? Swans, what would you say about the scene where the geese broke the ice? What would you say with the students' thinking and the swan's words? Unity? . I feel more fluent and natural.

3. Is the combination of reading and writing arranged by the teacher? Write portraits of individuals or groups? For the fourth-grade students, there is no such writing. Even with the teaching of this course as a foreshadowing, there is a lack of specific ideas for practical operation. Here the teacher should give a certain slope. Whether it can be guided by a more free form of filling in the blanks.

Four. general survey

The teaching ideas are clear, the interpretation of characters is lacking, and extracurricular expansion is slightly more.

Comment on "The Story of the Swan" 2 "The Story of the Swan" is a text in the second volume of the fourth grade of the Soviet Education Press. With a pen full of affection, the author tells the story of a group of swans breaking the ice with their own bodies in order to survive. Inspired by an old swan, it embodies the spirit of swan's brave dedication, unity and hard work. The whole text is beautiful, the narrative is clear, the plot is touching, thought-provoking and enlightening. Reading leisurely makes people love these birds. Taking Jin Jing's Swan Story as an example, this paper discusses how to guide students to understand, feel, experience and comprehend emotions, so as to realize emotions, understand truth and transform spirit.

First, guide the rendering and start the emotion.

"Chinese Curriculum Standard" clearly points out:? Reading teaching is a dialogue process among students, teachers and texts. ? Emphasis should be placed on respecting students' unique experience in the reading process, respecting students' interest in reading, guiding students to feel and absorb the essence of works, and enriching students' spiritual world.

It can be seen that the process of reading is the process of students' cognitive self-construction and emotional enrichment. In this process, teachers should pay attention to the development and utilization of classroom teaching resources, combine reading teaching with students' existing knowledge accumulation and life experience, and make students' reading practice truly integrate with their hearts.

The first part:

Teacher: (Play the courseware) After reading the picture, what word can you use to describe the swan?

Teacher: Actually, swans are not only beautiful and noble, but also more valuable. Today, we will learn the story of swan together.

A few short sentences not only narrowed the distance between teachers and students, but more importantly, based on students' reality, set a joint point between students' learning emotions and the emotions contained in the text, thus laying a good emotional tone for the dialogue between students, teachers and the text, rendering the learning atmosphere of this class and activating students' inner emotions. 、

Second, the overall perception, experience emotions, and feel your own feelings.

Some people say that China's teacher speaks best, and China's students do best in exams and speak best, which is what China takes for granted. Realize? Class standards? The biggest change in teaching activities is that students become the masters of the classroom and take students as the center to perceive, understand and experience. 、

The second part:

This is a touching story, please find out the most touching place in this story, and read, taste and communicate in your favorite way.

In this way, on the basis of students' overall perception of the full text, teachers and students have grasped the emotional shock? The old swan took the lead in breaking the ice? Call out and put on the article to get into the mood. Let students read independently and freely and create an emotional reading subject? Field? Let students read actively, intently and enthusiastically. Teachers and students are excited to reprint? The old swan broke the ice? Crying for the same kind, feeling the earth-shattering feat, the three dimensions are naturally blended in teaching. 、

Third, enjoy reading aloud, feel emotions and understand the reasons.

? Reading? It is the main activity form of Chinese teaching, rich but not extensive, quiet and obvious. Let students devote themselves to the reading of key paragraphs, let students chew sentences and learn with great emotion. 、

The third part:

Look at the key paragraphs by yourself and talk about your own experience; Read the key paragraphs carefully and taste the words; Read the key paragraphs again to guide reading.

In this way, the reading time is guaranteed, the reading form is guaranteed, and the reading interest is maintained. Individualized reading and the combination of reading and enlightenment are emphasized, which not only creates the time and space for students to read independently, but also guides students to repeatedly taste key sentences, experience feelings and trigger * * * sounds, thus realizing the reason. Only when students don't realize it, or when there is deviation, can teachers give proper guidance and explanation.

Fourth, expand imagination, express emotions and turn them into gods.

? The author does as the Romans do and is approachable. . Students spread their wings of imagination and walk into the countryside to narrow the distance between students and swans in textbooks. Real? Communicate with the swan in the text in the heart-to-heart and even emotional situations. What flows from the students' pens and pours out from their mouths is not only the love for swans, but also the expression of students' self-emotion.

The fourth part:

1, let the students imagine the picture according to the ellipsis.

At this moment, you witnessed the feat of the old swan. How would you feel about him? What do you want to say to the old swan?

Students read aloud, close their eyes and daydream. Thinking space and language practice space are extended and integrated in inquiry, and emotion is sublimated into animal care behavior and creative writing practice.

The new curriculum standard tells us that Chinese teaching should abandon trivial analysis and mechanical practice, and guide students to read, understand, feel, experience and express emotions in reading, so as to truly understand emotions, understand truth and transform spirit.

The Story of the Swan Lesson 3 Comments on the Story of the Swan This text mainly tells the magical and spectacular scene of a group of swans breaking the ice with their own bodies in order to survive. It is inspired by the action of an old swan and embodies the spirit of brave dedication and unity and hard work of swans. The whole text is beautiful, the plot is touching, thought-provoking and enlightening. Reading in this leisurely way makes people fall in love with these lovely birds at once, and at the same time they experience an epic tragedy. The purpose of teacher Zhang's teaching this lesson is to guide students to truly integrate into the content of the text through tasting words, sentences and essays, to experience the spirit of swan's courage to contribute, unity and cooperation, and to understand that people and animals should live in harmony. Teacher Zhang made a bold choice in teaching this class, highlighting the key points of the article and grasping the core picture of the story? The old swan took the lead in breaking the ice. "Chinese Curriculum Standard" clearly points out:? Reading teaching is a dialogue process among students, teachers and texts. ? Emphasis should be placed on respecting students' unique experience in the reading process, respecting students' interest in reading, guiding students to feel and absorb the essence of works, and enriching students' spiritual world. It can be seen that the process of reading is the process of students' cognitive self-construction and emotional enrichment. In this process, teachers should pay attention to the development and utilization of classroom teaching resources, combine reading teaching with students' existing knowledge accumulation and life experience, and make students' reading practice truly integrate into their hearts. In order to highlight the main idea of the text, Mr. Zhang grasped the emotional changes of the old man. Read the key sentences and paragraphs in the text and experience the swan's spirit of brave dedication and unity and hard work. With the help of the language materials in the text, Mr. Zhang creates various situations to guide students to deeply understand and appreciate the great achievements of swans. For example:? Old swan, old swan, don't you feel pain? Why do you insist on breaking the deadlock? What will we see on the ice at this time? If you were a little swan, would you still look around? Through the in-depth creation of these problems and situations, the great image of swan's brave dedication and unity and hard work is gradually enriched in the hearts of students. ? Reading? It is the main activity form of Chinese teaching, rich but not extensive, quiet and obvious. Let students devote themselves to the reading of key paragraphs, let students chew sentences and learn with great emotion. Guide students to taste key sentences repeatedly, feel their feelings, and cause * * * sounds, so as to understand their truth. Teacher Zhang grasped the swan's cry three times and read it repeatedly, skillfully guiding students to have a dialogue with the text and the protagonists portrayed in the text, so that students can really enter the hearts of the text and the characters.