Reflections on Chinese "Waiting for Rabbit" Teaching

As an excellent teacher, teaching is one of the important tasks. You can effectively improve your teaching ability through teaching reflection. Please refer to how to write teaching reflection! The following is my serious reflection on the teaching of Chinese "Waiting for the Rabbit". Welcome to read the collection.

Reflections on the teaching of Chinese "Waiting for the Rabbit" 1 "Waiting for the Rabbit" is the fable of the last group of texts in the second volume of the third grade of primary school Chinese.

Through the story that the farmer accidentally got a rabbit that was killed, he gave up his farm work and waited for the rabbit that was killed by a stump all day, vividly and simply introducing the profound truth that "it is impossible to get something for nothing" to the students. It conforms to the spirit of "strengthening synthesis, highlighting key points, paying attention to language perception, accumulation and application, paying attention to basic skills training, and improving students' Chinese literacy as a whole" in the third grade Chinese teaching syllabus.

In the fable "Waiting for the Rabbit", I am guided by the new basic education concept, mainly by teaching textbook knowledge, but also by teaching students the methods and program structures for learning this kind of knowledge, that is, taking the learning and application of "two kinds of structures" as an important task of this course teaching. At the beginning of the topic, I put forward a learning method, and then through solving problems: "Plants stand by and wait for rabbits", students quickly grasped the main information of this fable, and skillfully made students understand the paragraphs of the article quickly and accurately according to the topics "Plants stand by and wait for rabbits". This practice is not only simple, but also enables students to apply what they have learned. In the process of learning new knowledge, students also acquire new methods and develop actively. Then let the students read, think and fill in the form by themselves, and finally summarize the meaning. This overcomes the tedious analysis and empty preaching in traditional teaching.

Students have gone through this process of acquiring new knowledge, not only mastering new knowledge firmly, but also mastering the method and program structure of learning this kind of knowledge. In teaching, I also strive to build a bridge between life and teaching materials for students, guide and mobilize students' emotional experience, let students talk about their feelings in real life, talk about how other people and things in life are "waiting for the rabbit", and pay attention to students' inner feelings. Strive to regard reading as an important means for students to learn and explore.

Let students study, read and speak independently in an independent and democratic atmosphere; Read fables and realize morality and education through reading and active exploration since enlightenment. The whole classroom fully embodies the leading role of teachers and the main role of students, and truly returns the classroom teaching time to students, so that students can really get healthy and positive development.

The second reflection on the teaching of Chinese "Waiting for the Rabbit" is a fable. By giving up farm work and waiting for the rabbit killed by accident, the text vividly and simply introduces the profound truth that "it is impossible to get something for nothing" to students, because farmers get it by accident.

When teaching the fable "Waiting for the Rabbit", at the beginning of the topic, I first guide students to solve problems: "Waiting for the Rabbit" and "Waiting for the Rabbit", so that students can read the article and sort out the context of the article; Then ask the students to read since the enlightenment by themselves and understand the meaning of this fable. Then show the form of teaching design, let students think and fill in after rereading the text; Finally, the whole class discussed and summarized the significance. This teaching method overcomes the tedious analysis and empty preaching in traditional teaching, and also enables students to master the method of learning fables.

In teaching, I also strive to build a bridge between life and teaching materials for students, guide and mobilize students' emotional experience, and let students talk about their feelings in real life, how other people and things in life are "waiting for the rabbit" and how to avoid the phenomenon of "waiting for the rabbit".

In this way, students can study, read and speak independently in an independent and democratic atmosphere; Read fables and realize morality and education through reading and active exploration since enlightenment.

Reflections on the third part of the teaching of Chinese "Waiting for the Rabbit" Classical Chinese is extensive and profound, and embodies the most precious humanistic essence of the Chinese nation. Waiting for the Rabbit is a fable in classical Chinese. This fable vividly introduces the truth to students that "you can't get anything without working, and you can't live by luck".

It is difficult for children in grade three to learn classical Chinese. This year, as one of the masters of Class 2 of National Training School, I successfully completed the task assigned by the class leader, Mr. Wu, after preparing lessons three times and attending classes twice. Now I summarize the thinking of this lesson as follows:

First, stimulate students' interest in learning.

The textbook not only contains classical Chinese, but also helps students understand the general idea of classical Chinese. When preparing lessons, I make full use of the theme in the textbook, so that students can find the corresponding classical Chinese sentences according to each theme. When the students saw such a request, they were happy to come at once. It's too simple. Soon they raised their hands to speak. After the students find out the corresponding sentences in classical Chinese, I ask the students to find words with great differences in ancient and modern meanings to help them understand the text. After reading the main idea of vernacular Chinese, students can understand it as soon as they read it, which not only reduces the difficulty of learning, but also often makes people admire the talents of the ancients. So many meanings can be expressed in just a few words, and can be clearly stated, which can arouse interest in learning.

Second, reading aloud runs through teaching.

The language of classical Chinese is concise, with beautiful phonology and catchy reading, so the ancients called reading "Yin" and "Yong". Only when reading can students better appreciate the beauty of rhythm and implication of classical Chinese. Students are required to read smoothly without adding words or dropping words in class. Second reading, reading the beauty of rhythm and rhythm. In order to understand the beauty of rhythm and rhythm, I made a model essay reading and asked the students to find out that what I read was different from what they read. As soon as the question was raised, it caught the students' hearts. The student's heart lit up: "It turns out that the teacher not only looks at the rhythm, but also looks at the feelings. Read it for the third time and read the feeling. After analyzing the text, students already know the general idea of classical Chinese, and then let them read aloud. Students imagine themselves as characters in the text, read according to their own understanding and feelings, and experience the connotation and profound philosophy of fables in reading.

Third, understand the meaning and break through the difficulties.

It is the key and difficult point of this lesson to understand the moral and talk about the views in connection with real life. After reading aloud, the students already knew the meaning, but I didn't tell them directly. Instead, let the students tell their own stories, communicate with each other at the same table, and show them in class, and tell the meaning in connection with real life. In this way, the teacher not only returns the class to the students, but also allows the students to give full play to their imagination, improve their language expression ability and keep the fables in mind.

Fourth, shortcomings.

The time allocation is a bit loose before and tight after, resulting in fewer students appearing in the story-telling session later.

The fourth reflection on the teaching of Chinese "Waiting for the Rabbit" tells a widely circulated story: a farmer in Song State saw a rabbit hit a stump and died, so he put down his farm tools and stayed by the stump all day, hoping to find the killed rabbit again. Of course, the farmer didn't pick up the killed rabbits again, but his fields were deserted and the farmer was laughed at by the Song people. This story reveals a truth: if you don't work hard, you will get lucky, and if you expect to live by luck, there will be no good result. The text is only 39 words, but the meaning is very profound.

When teaching the classical Chinese "Waiting for the Rabbit", I take reading as the basis, withhold key reading, read well, strengthen feelings and experiences, and strive to take reading as an important means for students to learn and explore. Let students read stories, understand the meaning and receive education in independent inquiry.

In the classroom introduction, I put forward learning methods, and then through solving problems: "Plants stand by and wait for rabbits", let students quickly grasp the main content of this fable, and skillfully understand the paragraphs of the article according to the topics of "Plants stand by and wait for rabbits". This practice is not only simple, but also enables students to apply what they have learned. In the process of learning new knowledge, students also get new methods and get positive development. Then let the students read by themselves, read the sentences by expanding words, taking notes, using illustrations, contacting the context and so on, and finally summarize the meaning. This overcomes the tedious analysis and empty preaching in traditional teaching. In this way, students have experienced the process of acquiring new knowledge, not only firmly mastering new knowledge, but also mastering the methods of learning this kind of knowledge.

Word teaching is still the focus of teaching, and words can be mastered by reading various lines. When understanding the content of the text, guide students to understand the meaning by reading the text repeatedly, give students the autonomy of the classroom, and let students play their imagination. Students also connect with themselves through the actions of farmers, thinking about whether they have done similar things and what they should do in the future. In this way, teachers can teach well in class and students can solve problems easily.

Only when the autonomy of the classroom is truly returned to students in teaching can we achieve good teaching results. The stimulation of interest is directly related to the quality of teaching effect. In Chinese teaching, "reading comprehension" is the basis of Chinese learning and a very good teaching method. Let students talk more and think more, which can improve the deepening and understanding of the content of the article. Let students play their imagination boldly in time, which can enliven the classroom atmosphere and ignite the "innovation spark" of students.

The fifth reflection on the teaching of Chinese "Waiting for the Rabbit" gives students the opportunity to show themselves in class. In this class, I asked the students to act out the story in groups. One is to enliven the classroom atmosphere, and the other is to let students understand the story more deeply. During the performance, the students performed well, and the characters' language, demeanor and movements were vividly displayed. Even the stump, they also come up with tricks to show, and the rabbit's movements and characteristics are also very good. Students spend this class in joy, and it is precisely because of their performances that the school classroom is full of vitality and becomes the' bright spot' of this class.

disadvantage?

I always like to make students have high evaluation requirements. When evaluating students, teachers should seize the best opportunity to give them some advice. Many times, the teacher becomes an all-ears listener, blindly echoing what the children say, as if no matter what you say, as long as you can say it. The situation got out of control and the teacher was taken away by the students.

improvement measures

If I take this course again, I will do this:

(1) Stimulate dialogue and introduce new courses. Starting from the students' real life, talk about what they have seen and heard, say whether they have ever dreamed of success for nothing, introduce topics and explain problems.

(2) Combining pictures and texts to understand the meaning of words. Understand "legacy" and "complete" with the help of picture animation, and find such a scene in the stick figure.

(3) Guide reading and stimulate imagination. Focus on guiding the understanding of different moods expressed in exclamatory sentences.

(4) Highlight key points and solve difficulties. Understand the text through action performance; By "picking rabbits", we can understand the reasons why farmers are lazy.

(5) Summarize learning methods and guide self-study. Check the effect and finish the exercise.

(6) role performance. Suppose the situation, create thinking and practice speaking: the situation after farmers know their mistakes.

Reflections on the teaching of the sixth part of Chinese "Waiting for the Rabbit" is the fifth lesson of the third grade of People's Education Press in the compulsory education stage, and it is a classical Chinese. It tells a widely circulated story: a farmer in Song State saw a rabbit hit a stump and died, so he put down his farm tools and stayed by the stump all day, hoping to find the killed rabbit again. Of course, the farmer didn't pick up rabbits, but his fields were deserted and the farmer was laughed at by the Song people. This story reveals a truth: if you don't work hard, you will get lucky, and if you expect to live by luck, there will be no good result.

First of all, the introduction of color maps leads to new knowledge.

When teaching this lesson, I first contact the students' existing reading experience and show the pictures of fables I have learned, so that students can guess idioms from the pictures in a relaxed environment and get down to business. The teacher wrote the questions on the blackboard and the students followed. At the same time, the teacher tells the writing requirements of each word when writing the topic, so that students can concentrate on writing better.

Second, read aloud in various ways and summarize reading methods.

Design a crossing link, talk to the ancients and feel the difference between ancient Chinese and modern Chinese. Guide students to read the text repeatedly and read the text smoothly. It is convenient for students to recall that this language form is called classical Chinese, which is the language used by people in ancient China when writing articles. In teaching, I mainly use various methods to fully guide students to practice reading aloud and deepen their feelings about classical Chinese. Show the classical Chinese without punctuation, typeset the classical Chinese vertically from right to left, play games, learn from the ancients' shaking their heads to read ancient Chinese, and have a dialogue between ancient and modern times-teachers speak modern Chinese, students speak classical Chinese, practice reading ancient Chinese in various ways, and get the method of "stopping skillfully and memorizing ancient Chinese".

Third, pay attention to the guidance of learning methods to understand words.

Guiding students to recall and understand the methods of summarizing classical Chinese-reading notes, using reference books, connecting with the context and looking at illustrations, thus giving students the initiative in learning, fully embodying students' dominant position. Closely follow the elements of Chinese learning in this unit. Guide students to further feel the characteristics of classical Chinese, pay attention to the differences between ancient and modern meanings, such as "walking" means "running" and "walking" means "walking", which is different from modern Chinese, and look for language differences.

Fourth, focus on cultivating students' imagination and language training.

In teaching, I try to build a bridge between life and teaching materials for students, guide and mobilize students' emotional experience, let students talk about their feelings in real life, talk about who and what is waiting for them in life, pay attention to students' inner feelings, and try to take reading as an important means for students to learn and explore. Really return the classroom teaching time to the students. When guiding students to understand morality, it is also to let students understand the real morality from reading. Return the autonomy of the classroom to students, so that students can give full play to their imagination and speak fully.

In the process of teaching, I practice oral English in three places. One is that students tell stories they have heard about waiting for rabbits. One is to travel to ancient times to meet the farmer. What do you want to say to him? One is that people around him are similar to those waiting for him. Imagining speaking can arouse students' enthusiasm, enliven the classroom atmosphere and understand the truth contained in the story

Fifth, expand and extend, and recommend bibliographies.

Reading the reading link in the book expands the teaching method of fable. This is my initial exploration of Chinese learning, and students can read more and accumulate more in limited classes. Recommended "Selected Ancient Fables of China", students gain more from reading after class.

After a class, I grow up once and feel that I still have a lot of knowledge to learn. I think there are still many shortcomings in the classroom. I hope that through teaching reflection, I can guide future teaching:

1, the control of time is loose first and then tight, so that the later links are carried out in a hurry, giving children less time to think, otherwise the classroom generation effect will be better;

2. As for the answer to the question "Talk about people of the same kind waiting for him", in fact, the first child's answer is somewhat biased, and the teacher should give guidance. Fortunately, the children behind him are better at talking when giving examples. Students' language expression ability needs to be improved.

3. The capacity and height of the classroom still need constant efforts.

4. Teachers' classroom language needs to be constantly tempered, and the evaluation language needs to be targeted and diverse. Strive for accuracy, refinement and richness.