Reflections on the Teaching of Chinese Bridge in Grade Six

As an excellent people's teacher, one of our jobs is classroom teaching, and we can record our feelings in the teaching process in teaching reflection. So what problems should we pay attention to when writing teaching reflection? The following is my reflection on the teaching of "Bridge" (7 general remarks) in sixth grade Chinese. Welcome to read, I hope you like it.

Reflections on the Teaching of Chinese Bridge in Grade Six 1 Looking at this rickety cable bridge, I can't help imagining the story about it in my mind. ...

The Story of the Cable Bridge tells several short stories related to the cable bridge, but the author mainly expresses the spiritual characteristics of the characters by telling stories, that is, "something more beautiful and better than the story", that is, "that kind of heart, that kind of heart that wants to help most people, that kind of heart that wants to be close to most people, and even sacrifices his great heart for most people".

The author's writing order is to introduce the cable bridge, stand on the bridge, get off the cable bridge and point out the main idea. The context of the full text is clear, so this class, on the basis of students' full reading of the text, focuses on reading themselves since enlightenment.

What impressed me most in this class was that when solving the question "Why write about Dujiangyan when writing about cable bridges", Zhang Shuo said, "Li Bing and his son built Dujiangyan, and He Gong and He Mu built cable bridges to benefit future generations, and they were brave enough to overcome difficulties." He didn't seem to listen carefully, and his answer was in place. Such a surprise is better than anything.

However, the design of this course also has some shortcomings. Although my purpose is to inspire children and cultivate their reading ability, I don't give them much imagination, such as "What will students think when they stand on such a bridge?" "What kind of inspiration did the cable bridge give you?" Wait, when students relate the stories in the book to their own feelings, they will have a deeper understanding of the article.

Reflections on the sixth grade Chinese bridge teaching II. The Vision of the Bridge is a popular science fair. The author Mao Yisheng is an outstanding bridge designer, but more importantly, he is an imaginative and creative person. In the teaching of this course, how to make students devote themselves to learning and thinking with high enthusiasm will produce endless sparks of wisdom.

Before class, arrange students to collect relevant information about Mr. Mao Yisheng and read childhood bookshelves. Understand his story, so that students can understand that Mao Yisheng made up his mind to build a bigger, better and stronger bridge because he saw the tragedy caused by the collapse of his hometown bridge when he was a child. Knowing Mao Yisheng is not only a bridge expert, but also a patriot. Let the students admire Mao Yisheng in their hearts, so as to fully arouse the students' interest in learning this text. After the new teaching, let students collect stories of various scientists again, so that students can learn more about science stories. You can combine the knowledge inside and outside the class organically and broaden the students' knowledge.

This text is well organized. In class, I closely focus on the spirit of curriculum reform, give full play to students' autonomy, and pay attention to the cultivation of students' oral communication ability, such as introducing Mao Yisheng's life; Knowledge exchange of "talking about the past and the present" on the bridge; Express your opinions boldly through the "small debate contest", and so on.

Because the "bridge visual map" itself is an imagination of the future bridge, cultivating students' imagination and innovative thinking in the classroom naturally becomes the focus of teaching. I also let students study in research groups. In the first class, let the students talk about the simulation diagram of the bridge according to the text. In the second class, students are required to design future bridges outside books. Imagine speaking on the topic of "the bridge of the future" and strive to cultivate students' innovative ability and improve the ability of group cooperation in the process of cooperation.

In addition, various bridge schematics are displayed through multimedia, so that students can intuitively understand the bridges in China from ancient times to the present. It is also very important to make students have a strong interest in science.

To teach this lesson well, the combination of reading and writing is indispensable. Finally, I asked the students to imagine the topic of "Bridge of the Future" and write down their own ideas. Ask the students to read their ideas in the group, and tell their characteristics and feasibility, and choose the "Little Mao Yisheng Prize" in the group.

The teaching effect of this class is good and the classroom learning atmosphere is active, which may also be because children like science.

Reflections on the teaching of Chinese Bridge in Grade Six and Grade Three. Bridge adopts the teaching concept of cooperation, autonomy and inquiry in the new curriculum standard, and the classroom effect is very good. Listening to the students' wanton imagination and appreciating the children's enthusiasm and persistence in learning, I think this really flies the wings of their imaginative hearts. Combining the new ideas and ideas of modern Chinese teaching, this course teaching mainly embodies two new ideas.

1. With students as the main body, students really become the masters of the classroom. However, teachers have become the discoverers, appreciators, organizers and guides of the classroom. I don't interfere with students' learning behavior in the whole class, which fully embodies the principle of student-oriented and allows students to communicate, discuss, argue and ask questions freely in class. Teachers only regulate students' learning behavior and guide them appropriately. Students speak freely to express their understanding and feelings about the text.

2. Reflect the concept of open teaching. This class is not a laissez-faire for students, but an openness to texts and student evaluations. We advocate diversified teaching, including students' different experiences and feelings about the text. For example, among the questions raised by students, there is such a question: What is omitted by the ellipsis? This question seems simple, but in fact it builds the students' beautiful imagination. Some students think of the ancient national culture, some students think of the beautiful aquatic plants swaying gently at the bottom of the water, and some students think of the graceful weeping willows by the water. It can really be described as "a stone stirs up a thousand waves." From their eyes, there is no teacher's formality around. They talked loudly and laughed loudly, turning the classroom into their training ground.

In a word, there are still many places worth exploring and practicing in Chinese teaching under the new curriculum standards and new ideas. Let's give our love and let every flower bloom as soon as possible.

Reflections on the teaching of Chinese Bridge in Grade Six. Wenqiao is colorful and has created a glorious image of an ordinary party member. Facing the swift flood, he sent the villagers to the bridge of life with his prestige and calm and decisive command. He gave the hope of life to others, left the danger of death to himself and built an immortal bridge with his own flesh and blood. This bridge is a "bridge" closely related to party member, and its outstanding achievements are represented by the old branch secretary of our party, which is the profound connotation of the topic of "bridge" in this paper. The plot of this text is ups and downs and exciting; The language is concise, vivid and charming. There are three outstanding characteristics in the expression technique: novel and unique conception, suspense setting and care before and after; Render tension with short sentences and paragraphs; A large number of rhetorical methods such as metaphor and personification are used to enhance expressiveness.

First of all, I specially designed the following links when preparing lessons:

1, read the text quickly to understand the content.

Why does the text use bridge as the topic? Who is the main task of the text? )

2. Read the text again and explore the characters.

By grasping the key words, we can understand the personality characteristics of the characters. Focus on guiding students to read what the old man said, so as to realize that the old man is unselfish, selfless, brave and resolute. For example, guide students to understand the old people's "grasping" from the beginning to the "yelling" and "pushing" in the last crisis. Young people eager for survival "pushed" the old people first in the last crisis, and students found contradictions and doubts.

3. Study the text and learn how to write.

By thinking about Question 3 after class, we can arouse students' thinking and evaluation, let students go deep into the text again, take a look at the expressive characteristics of the text, think about the benefits of the author's writing like this, guide students to think from many angles such as the arrangement of text structure, sentence characteristics and language description, and improve their ability to appreciate and evaluate the text.

Second, regret

1. At the end of the article, ask students to praise the old man with "bridge". The requirements are a bit high, which makes the students confused and don't know how to answer. If we break this problem down, let the students praise the elderly from the heart first, and then let the students use the "bridge", so the effect will be better.

2. Teachers don't pay enough attention to students in class. We should try our best to arouse the enthusiasm of all students. In addition to the interaction between teachers and students, we should also make the interaction between students more active, so as to teach students learning methods and cultivate good study habits.

Reflections on the teaching of Chinese Bridge in Grade Six and Five. Bridge segment is a very special text. Especially the relationship between the old township party secretary and the young people is pointed out by two natural paragraphs at the end of the article:

"She came to pay homage to two people.

"Her husband and his son."

This novel and unique idea gives people a strong shock. I asked the students: "As soon as the young man appeared, he pointed out that he was the son of the old branch secretary, and there was suspense at the end of the article. Which one can achieve more impressive results? Why? " Students only know that the last two sentences move people's hearts, which can better reflect the noble character of the old branch secretary and pay no attention to expression. I explained that the students still seemed puzzled, so I had to use similar feelings in my life to help them understand: "For example, we walked out of the classroom and walked through a long corridor. You knew in advance that a man on the stairs on the fifth floor would jump out to scare you when you passed by. Do you get scared? No, if it is in the dark, you don't know anyone beforehand, and suddenly a shadow comes out of the corner and gives you a' hey'! How would you feel? Of course, I was scared out of my mind! This kind of emotional impact is equivalent to the shock of shaking off the baggage at the last moment! " In this way, most students will understand. However, is this an appropriate method? Is there a better way?

Reflections on the "bridge" teaching of Chinese in grade six. "Bridge" is the third text in the fourth group of the fifth grade primary school Chinese volume of the compulsory education standard experimental textbook People's Education Edition. After this class, I have some ideas about this class, hoping to get your suggestions and help.

First, organize teaching based on students, grasp the key points of the text and ask "What kind of person is the old man?" This problem runs through the whole teaching process. On the basis of students' full reading, and from the eager expression of children, I think the time is ripe for students to talk about the text. Exchange "What kind of person is the old man?" Sometimes, because this is an open question, students may answer it in many ways. Sure enough, the students went directly to the natural section of 15 from the beginning, which is the scene when the old man found his son. I'll adjust my thinking right away. In order to understand the behavior of the old people more deeply, I firmly grasped the change of the flood: when the old people found the young people, to what extent had the flood ravaged? What did the old man do when the flood didn't reach his chest? From the "pull" and "push" of the old man, let this character be fuller and feel the extraordinary in the ordinary of the old man. There are also several places describing the elderly in the article. When students communicate and understand what the old people are like, they can guide them to feel the ravages of floods, the crisis of bridges and people's panic according to their own learning cameras, so as to better understand the greatness of the old people's personality and the value of his practices. In the process of guiding students to understand the elderly, the lens permeates the expression techniques of the article, such as metaphor and personification rhetoric. Finally, the author explains the relationship between the old and the young, and feels the expression of suspense in the article.

Second, pay attention to reading training, focusing on reading. In the study of the text, we should adopt various forms of reading, pay attention to the level of reading, and make reading solid and effective. For example, if you study the part describing the flood in the text, there are four readings: one is to read the text silently and draw sentences describing the flood; Second reading, after the students report and have a preliminary experience, practice reading sentences freely and try to read out their feelings; Third reading, demonstration reading, and timely teacher evaluation. In the fourth reading, the teacher introduces sentences to encourage students to deepen their feelings about the text.

Third, train students' listening, speaking, reading and writing abilities in various forms. "Listening" focuses on cultivating students' listening habits. I listen carefully to every student's speech and make appropriate comments in time. I use my own practical actions to teach children to form the habit of listening carefully, and cultivate students' listening ability in student-student communication and teacher-student communication. "Speaking" means correcting mistakes in time when students read or answer questions, encouraging students to speak nervously, completing their own words and paying attention to the order of speaking; "Reading" plays an important role in text learning, and there are various forms of reading. "Writing" was originally to practice writing short sentences, but considering the time relationship, it was changed to practice saying short sentences.

I feel that the students in this class are deeply touched by the greatness of the spirit of the elderly, and at the same time, they have implemented training in listening, speaking, reading and writing. However, I simplified the short sentences in the article and failed to achieve the expected purpose. The grasp of teaching materials is not flexible enough, and there are still many shortcomings. Please criticize and correct me.

Reflections on the teaching of Chinese Bridge in Grade Seven. The text "Bridge" tells the story that at dawn one day, a construction site was suddenly attacked by a flood, and 100 people had no way to escape. They all rushed to a wooden bridge like crazy, and the situation was very critical. The old man, a retiring Party branch secretary, stood by the bridge and calmly directed people to escape in an orderly way. Finally, he and his son were drowned by the flood. This story is very touching.

The goal of emotional teaching in this paper is to let students feel the noble qualities of calmness, selflessness and selflessness of the elderly in the face of danger from their language, movements and demeanor. Cultivate students' helpful quality and broad mind. In fact, the students are indifferent from beginning to end, not moved by the characters in the text, nor infected by my passion. Think about your own teaching design after careful consideration, there should be no problem, but why is there such a big problem? I thought hard and finally found the answer.

The reason is that the true stories described in the article are too far away from students' lives, no matter from the perspective of age, vision or experience. Although students have learned the heroic deeds of many outstanding people through various information channels, most students have never seen such people in real life, and they lack such life experiences. So from the heart, they don't agree with such people and things. Therefore, when students study the article "Bridge", they are full of doubts about the content of the text and are pale. In their view, discovering the noble qualities of characters is only a form of deception, so they naturally look on coldly with a game attitude, grinning and absent-minded.

Then why is this happening? I think so: First of all, from the social environment where students live, with the rapid development of social economy, the status of money has become increasingly prominent, and the relationship between people is linked to interests everywhere. It is difficult for students to feel the affection between neighbors in their lives, and they rarely see the scene of warm mutual assistance. What they see more is people's indifference to poverty, to suffering and to people in need.

Moreover, judging from the small family environment in which students live, parents nowadays are forced by various pressures to play various roles in life, with many faces, and their children are deeply influenced, gradually losing their innocence and learning to pretend.

Imagine, when students are fed up with ugliness and indifference, how can they ask their eyes to keep clear? They are "catalyzed" by the environment, have "reason and maturity" beyond their age, and their mentality has become "old and hard" prematurely. This is the sorrow of society and family.

The new curriculum standard points out: "it is an important content of Chinese teaching to cultivate students' noble moral sentiment and healthy aesthetic taste, and to form correct values and positive attitude towards life." "This is the call of the times and the need of social development. As a Chinese teacher, facing this situation, we have a long way to go. So how can we make the rich humanistic connotation of Chinese course really enter students' hearts?

With this in mind, I changed another class. Before class, I ask students to look for good people and deeds around them, such as what they read in the newspaper, what they heard from others and what they saw with their own eyes … and then tell them. This is a "warm-up" before class, which makes the text gradually close to students' life. In class, I first tell students some stories of PLA soldiers fighting floods, and show several real scenes, so that students can naturally release their emotions in real situations, and then start learning the text. This time, the effect was unexpectedly good. The mood of the students in the class was mobilized to the greatest extent. Their words are from the heart, and their reading is full of feelings. Several emotional girls have tears in their eyes and read touching sentences to everyone with tears in their eyes. Their emotions soon infected everyone and their emotions sublimated again.

The great contrast between the two classes makes me feel more deeply that only when the teaching content is combined with the students' existing life experience can the emotional spark collide. At this time, teachers no longer need to say "He will live in our hearts forever". The image of the old man has long been a symbol of great spirit and deeply rooted in the hearts of students. Everything is so natural and smooth. Real feelings, real emotions are more powerful than any language. At the same time, it also gives me hope: although the students' thoughts are not as pure and naive as they thought, their hearts are still soft and sincere, and they are only covered with a little dust for a while, which needs us to wipe them a little bit.

Therefore, humanistic infiltration in Chinese curriculum is not a simple knowledge transfer, nor is it an additional task outside the teaching content. It is a feeling, an understanding, an emotional string, and a paradise for spiritual purification. To run it through the daily teaching process, we should do the following:

First, we should combine the content of the text with the students' existing life experience. The above article, let students look for good people and deeds around them, is to arouse students' life memories and narrow the distance from the text. Because only by guiding students to connect with their own life accumulation, experience the scenes described in the article, and make the images formed by language and words gradually vivid and concrete in their minds, the feelings at this time are the most real and profound. Without students' life experience, humanistic education is just a far-fetched form, which can't go deep into students' hearts.

Secondly, we can use the media to create an atmosphere consistent with the content of the text in class. For example, choose some stories and video clips similar to the text to further stimulate students' emotions. Because students' existing life experience is limited after all, we should supplement some extra-curricular contents according to the needs of learning, that is, on the basis of maintaining students' individual experience, further enhance their individual experience and impart the experience in a wider sense to students, so as to create a sunshine avenue between the learning world and the life world, and between the curriculum and life. Let's take "bridge" as an example. At the beginning of the class, I will first introduce some heroic deeds of PLA soldiers in fighting floods and rescue, and show several groups of real shots to the students. The purpose of doing this is to further narrow the distance between students and the text. Because there is still a big gap between the good deeds of the students and the deeds of the old people's self-sacrifice and heroic dedication, and the supplementary content is closer to the text content in the ideological realm, which just makes up for this gap. At this time, it is logical to introduce text learning.

Third, in order to move students, teachers must first move the text. I remember zankov said: If the textbook knowledge is not warmed by the teacher's inner world, the more you teach, the more indifferent and ignorant your students will become. Yes, teachers should not only impart knowledge, but also integrate their noble feelings and unique life experiences into the text, and strive to create a good humanistic education environment, so that these will become resources for students to interpret, truly enter the hearts of students, and integrate the text, students and teachers. Therefore, a teacher who can release his emotions will definitely lead the students' emotions. This kind of class is the most wonderful, rich and enjoyable.

There must be many shortcomings in the classroom, from teaching material processing, target positioning, design of each link to details. I am so eager to exchange ideas with students independently in this class. As a teacher, I didn't handle the teaching art of respecting students' experience and facing everything.