Reflections on the teaching of preventing diseases in Bian Que.

As a people's teacher, one of our tasks is classroom teaching. When writing teaching reflection, you can reflect on your own teaching mistakes. How to write teaching reflection? The following are my thoughts on Bian Que's therapeutic teaching (8 selected articles), hoping to help you.

Reflection on Bian Que's Therapy Teaching 1 Fable The Therapy of Bian Que is easy to understand, and students can basically understand the truth after reading since enlightenment. Therefore, in teaching, I let students read the text by themselves and experience it.

I divide teaching into three steps.

One is to question "Is Bian Que a famous doctor?" So as to give students the initiative to learn, let them read the text and find their own answers. This question is well understood by the students.

Secondly, based on Bian Que's three attempts to persuade Cai Huangong to treat the disease, by studying the dialogue between Bian Que and Cai Huangong, we can try to find out the different psychology of the two characters and deepen our understanding of the characters. I asked the students to find words to describe the expressions, demeanor and movements of Cai Huangong and Bian Que, and then asked them to imagine the psychological activities of Cai Huangong and Bian Que through these descriptions. By trying to figure out the different psychology of different characters, we can develop students' imagination, deepen their understanding of the characters, and make students have a deeper understanding of Bian Que's brilliant medical skills and lofty medical ethics; Understand Cai Huangong's opinionated and disobedient personality, so as to achieve understanding.

This can not only train students' oral expression ability, but also make students close to the article and experience the psychology of the characters. At the same time, we can also feel that Bian Que's medical skill is brilliant and his medical ethics is noble, and Cai Huangong's taboo and stubbornness paved the way for understanding.

However, in reading training, the tone of the characters in the text is still slightly lacking. The basic form of reading aloud can reach the setting link of teaching plan, but it seems far-fetched and unnatural when students answer and guide reading.

The third is to connect with life and realize the meaning. Understanding meaning is the soul of learning fables, and the goal of perfect teaching is to understand meaning without trace and deeply understand it. The moral of this lesson is that I first analyzed the cause of Cai Huangong's disease from small to large, and infiltrated the meaning of "preventing the slow progress".

The whole class was awake, but I spent most of my time talking with Bian Que and Cai Huangong, so I ended the course in a hurry. This teaching activity is thanks to Secretary Pan's careful listening and careful comments. From this lesson, I learned how to guide students into the text and how to use dialogue description in practice.

Reflections on Bian Que's Teaching of Preventing Diseases 2 "Treating Diseases in Bian Que" is the first text in Unit 8, Volume 2, Grade Four Primary School, published by People's Education Press. The title of this unit is "Story Gallery", which sorts out the classic stories of ancient and modern China and foreign countries. Bian Que's therapy is based on the legendary story of Bian Que, a famous doctor in the Warring States Period. With Cai Huangong's failure to listen to Bian Que's advice, a minor illness delayed into a serious illness, and finally there was no cure, it warned people to beware of procrastination and be good at listening to the correct opinions of others, otherwise the consequences would be unimaginable.

In teaching, I ask students to summarize the story content and guide them to perceive fables initially. When understanding the text, it is mainly to let students master the key words and dialogues of the characters, understand the characters' personality and understand the truth in the story. For example, the time in the story is "ten days later", "ten days later" and "ten days later". Let the students think: "Why do you want to emphasize time again and again?" The student replied, "This means that Cai Huangong's illness will get worse every ten days." At that time, I guided this in time to highlight the development of the disease, from minor illness to serious illness, and also to highlight the result that Cai Huangong did not listen to Bian Que. After the students understand the meaning of the sentence, guide them to read again and again, so that students can read with emotion and have something to say.

But it is a pity that the psychological experience of the characters is not enough, only on the surface, without combining the background and identity of the characters at that time to guide. We must pay attention to teaching in the future.

Reflections on Bian Que's Therapeutic Teaching III. In preparing lessons, the preparation before class is more adequate. I looked up a lot of information about Bian Que and Huan Gong, and I remembered Bian Que's short stories. For the performance of Huan Gong in this article, reasonable speculation and analysis are made, and unique opinions are obtained. Rack one's brains and string all the links in the text with natural transitional sentences. Try to open up the space of thinking, not stick to the unique text description in the text, give students the space of imagination, make up the fullness and three-dimensional sense of the characters in the text, and make students realize that the seemingly distant Warring States characters are not so flat and so difficult to detect. In this way, students will feel as if they have spent this time in the story with them. Because of personal experience, I entered the text, so I felt real and the truth came out. In addition, I also tried to teach several other classes, and had exchanges and communication with teachers and leaders at the same level, so my understanding of this class is only getting clearer and deeper. Then, even if I don't present all the contents of the communication in class, I feel that I know more, so the confidence of the lecture is different, as if I can control everything.

In class, the overall classroom atmosphere is really good, and the accuracy of students' speaking and answering questions (according to the characteristics of students in our class, there are several ways to ask a question, such as a question that is too difficult and too broad, so you can ask it specifically; Ask some selective questions; You can also divide a question into three paragraphs to ask, interlocking and deepening; You can turn the answer to the last question into the next question; You can also give students some short hints, hints, etc. This is the skill of whether the classroom atmosphere can be active. The attitude of attending classes and the overall scheduling of teachers are basically smooth. Except for some small omissions and some small regrets about writing on the blackboard, almost everything that can be thought of has been done.

Reflections on the Teaching of Bian Que's Treatment 4 "Bian Que's Treatment" is an allegorical story, which is easy to understand and based on the legendary story of Bian Que, a famous doctor in the Warring States Period. Bian Que advised Cai Huangong to treat the disease, but stubborn Cai Huangong thought that he was not ill, which delayed his illness, and the minor lesion became a serious illness, which was incurable. With such a tragic ending as Cai Huangong, the story warns people to beware of muddling along and be good at listening to others' opinions, otherwise the consequences will be unimaginable.

In classroom communication, students gradually realize morality. Most students can say that they should listen to the correct advice of others and not be self-righteous. Students can't say the word "prevent micro-delay" That's how I introduced the word in class to find out how Cai Huangong's condition changed, and what would happen if he was treated as soon as possible? The students answered that Cai Huangong's illness went from flesh to stomach to bone marrow, which led to hopeless; If treated early, there is still hope of recovery. Then, I concluded that "from minor illness to terminal illness, like this, it is accumulated bit by bit." If you want to cure it as soon as possible, you must prevent it for a long time. " Then ask the students what the word blackboard means. At that time, I always felt that the class was not particularly smooth, and I always felt that the presentation of the word was so far-fetched

Later, after reading the teaching design of a class, I felt very natural. On the basis of understanding the text, the teacher summed it up like this: "Cai Huangong's skin disease was insignificant at first, but then it got worse and died because he didn't listen to advice. If we can actively prevent minor illnesses, we can prevent minor illnesses from gradually developing and making big mistakes. "

From this, I deeply realize that teachers must be good at guiding and effective guidance can inspire students to think. Classroom is really an art, and good design gives students a natural sense of acquisition. How to design a good class requires both learning from others and careful consideration.

Reflections on the Teaching of Bian Que Therapy 5. Bian Que Therapy was taught by President Wang Hong of Hangzhou Caihe Primary School, which can be described as "unpretentious" in one word. She reflected the efficient classroom and explained the text well with the children. First learn "Bian Que's medical skill is brilliant", and then question: "How can such a high medical skill not cure Qi Huangong's disease?" So I understood Qi Huangong's "opinionated", which revealed the central idea well. Finally, I wrote "micro, gradual, defensive and defensive" in turn, and synthesized "anti-micro duration", which subtly revealed the meaning. I really like this course because it is simple and suitable for family use. Imagine a good demonstration class, isn't it just to popularize every front-line teacher? Teacher Wang did it.

In the course of Mr. Wang Hong's teaching, one thing attracted me very much. It is Mr. Wang's evaluation language that is particularly rich. It is mainly reflected in the fact that students' answers are not repeated, and they can make their own evaluations according to their answers. It shocked me, because this is what I lack most. For example, when the students read the sentence that Bian Que advised Cai Huangong to treat the disease with emotion, she said "Bian Que really sees it in her eyes and is anxious in her heart" and "You are really worried". If such an evaluation language can be preset, then Mr. Wang's evaluation of another student is really clever. Teacher Wang asked the students to tell the content of this text. A student replied, "Cai Huangong was ill, and Bian Que treated Cai Huangong, but Cai Huangong wouldn't listen. Finally, I left Zhao. " After hearing the students' answers, I feel that the students have answered very well, but Mr. Wang commented: Your cause and effect are very good, but can you talk about the process in detail?

After listening to the teacher's evaluation, the students supplemented the process of Bian Que's repeated exhortations. This kind of teaching makes the content more in line with the fable, and also makes students understand that summing up the content should pay more attention to the process. This is the time to cultivate children's general ability. I have to admire that they are not afraid of delaying time and killing students' study time, because it is an open class. If you can use your own language and wisdom to improve the students with incomplete answers like Mr. Wang, then I think it is difficult for students not to improve in the process of teaching slowly, which requires teachers to have children in mind. I admire you.

This may be the characteristic of Teacher Wang! It moistens things silently, just like the spring rain moistens things silently, making children grow stronger.

Reflections on Bian Que's Teaching of Preventing Diseases 6 "Treating Diseases in Bian Que" is based on the legendary story of Bian Que, a famous doctor during the Spring and Autumn Period and the Warring States Period. Write Bian Que's visit to Cai Huangong, pointing out where Cai Huangong's disease is several times, and urging him to treat it quickly. Cai Huangong firmly believed that he was not ill, and it developed from "a slight illness on the skin" to "between the skin and the flesh", then to "the stomach" and finally "into the bone marrow", and it was painful to death. Bian Que's attitude never believed turned into indifference. In the end, he was unhappy, delayed his illness, and his minor illness became a serious illness, which was incurable. Cai Huangong's tragic ending warns people not to be afraid of medical treatment, but to be good at listening to the correct opinions of others, otherwise the consequences will be unimaginable.

I have a lot of experience in teaching this course:

First, cultivate students' interest in exploring the text in depth by asking questions.

The students read such an influential story in the history of China ancient literature with relish. I think the plot of this text is very simple. We don't have to waste more time on details. We can go straight to the story and reveal profound truth. So, I asked my classmates to talk about their biggest doubts in reading.

A stone stirred up a thousand waves, and the students raised their hands in succession. Some students asked why Cai Huangong repeatedly distrusted Bian Que. Some students said, why did Bian Que run away when he saw Cai Huangong for the fourth time? Some students said, how can Bian Que predict Cai Huangong's illness so accurately?

The students' questions inspired more students' inquiry consciousness, so the students read deeply in the second round of silent reading. Several students also circled the places they didn't understand and searched up and down the textbook for answers. The following communication has also become active.

Second, enrich the language of the text through imagination.

Fable stories are mostly concise, but one of the important goals of this group's text learning is to retell the text. To tell the story vividly and concretely, it is the key to understand the characters' language, and to understand the characters' language, we must try to figure out the characters' hearts by connecting keywords. In teaching, I ask students to imagine Bian Que's thoughts every time he gives advice to Cai Huangong, guess his thoughts through Cai Huangong's attitude, understand Bian Que's anxious and patient mood and Cai Huangong's arrogant and stubborn attitude, and appreciate Bian Que's noble medical ethics. And through the comparison of tone and language when reading aloud (what would happen if the development of each disease was informed in advance? ), I found that Bian Que's writing was subtle, cautious and alert, and protected self-safety. Therefore, the reading of characters' language became lively, students' personalized opinions also shone brightly, and the classroom atmosphere was greatly active, avoiding the passive memory of reading for retelling. Reading vivid characters' language is a major focus of this course, and reading has completed various trainings such as memory and thinking through various means.

Third, clear the train of thought and build a bridge for retelling.

The content of this fable is easy to understand and the language is concise and clear. Therefore, it is decided that the teaching focus of this lesson is to grasp the main content of the text as a whole, contact the context, combine keywords, understand the psychology of the characters, encourage students to express their opinions, pave the way for understanding the meaning, and then repeat the text according to the requirements of the unit reading guidance. It can not only make the guidance of retelling the text seamless, solid and effective, but also make classroom learning boring and rigid, which is my pursuit of this course teaching. Therefore, in teaching, I take retelling the text as the main line of teaching, integrating summarizing the main contents, reading aloud with emotion and understanding the meaning.

Reflections on the teaching of preventing diseases in Bian Que 7 When it comes to preparing lessons, the first thing we think of is how to delve into textbooks. However, in the teaching of "Treating Diseases in Bian Que", what I feel more is that besides the teaching materials, it is more important to prepare students, understand their original cognitive basis and blind spots, and make classroom teaching truly "student-oriented".

When I got the first draft of Bian Que's treatment, the steps of importing and reading were basically the same at first. When cutting into the text, learning is designed like this:

1, classmates, who did Bian Que treat in this article, and what was the result?

2. Students, we have just learned from the story that Bian Que is a wonderful doctor who can save people from death. Why can't God cure the disease this time? Is it in name only? Ask the students to find out the sentences describing Bian Que in the text, understand them carefully and write them. What information do you get from these sentences? Understand Bian Que's superb medical skills and far-sighted wisdom. )

It seems to be satisfactory and the plate is clear, so I didn't try teaching at first. Wait until the trial teaching. Ask the first question: Students, who did Bian Que treat in this article, and what was the result? Many students raised their hands: Bian Que treated Cai Huangong, but Cai Huangong wouldn't let him. Finally, Cai Huangong died. The students already know that Cai Huangong refused to treat Bian Que. How can we find out the reason? Aren't these links in name only?

Therefore, this evening, Mr. Huo and I revised the draft lesson plan together. When I enter "Students, who did Bian Que treat in the text message?" ? And the result? "My mind immediately jumped out of the student's answer during the trial teaching during the day, and naturally entered" Where did you see that Cai Huangong wouldn't let Bian Que treat the disease? " The student's answer seems to echo in my ears ... "Bian Que is so famous, why doesn't Cai Huangong let him cure him?" Thinking is getting smoother and smoother ...

The next day, I took the revised draft to try out the teaching, and I felt that the class was very harmonious. In fact, I haven't changed the contents, but the entrance to ask questions has changed.

This class once again makes me feel that preparing lessons really needs to prepare students. With students as the main body, students become the masters of the classroom, and teachers become the discoverers, developers, appreciators, organizers and guides of the classroom. In the whole teaching process, teachers have not interfered with students' learning behavior from beginning to end, which fully embodies the student-oriented principle and allows students to communicate, discuss, debate and ask questions in class. ...

Teachers only give appropriate guidance in standardizing students' learning behavior and maintaining classroom order. Students speak freely in class to express their feelings and arguments about the text: Is Bian Que's method right or wrong? what should he do ？ The students expressed their views from different angles, and some even compared Bian Que with doctors today. We can see that students are thinking and exploring, which truly reflects the students' orientation and makes the classroom a training ground for their study. Appropriately expand the teaching content, respect students' unique experience, and encourage students to think in many directions and express in many ways.

Reflections on the teaching of preventing diseases in Bian Que. The activity of "having a class together" in our grade has ended. Pan, the youngest male teacher in this grade, undertook the task of this class. After listening to this lesson, I want to talk about my own views: The most prominent feature of the teaching of "Bian Que's Prevention of Disease" is to emphasize the teaching method of "reading" and feel and experience in various forms of reading.

Look at the Chinese clues first and feel the whole.

"Chinese Curriculum Standard" clearly points out in this year's reading goal that it can grasp the main content of the article initially. For children in grade three, more attention should be paid to the training of this ability, so that they can form this ability in training. We often say that the best way to learn a text is to start from the whole, make clear the organizational structure of the article, grasp the main content of the whole article, and read carefully on this basis, which is more conducive to students' understanding of the text, learning reading methods and forming reading ability.

The Treatment of Bian Que is the first text in Unit 4, Book 6, West Normal University Edition. This is a fable, which introduces the whole process of Bian Que's suggestion to Cai Huangong to treat diseases, and teaches students to treat diseases in time. In the first class, Mr. Pan explains words by students' self-reading and group reading. After reading the text, he guides the students to enter the text step by step. Through silent reading, he thought about what was written in each natural paragraph of the text. Say at the same table-say the meaning of each natural paragraph of the text, and then connect them to tell the main content of the text. In this way, students read in various ways, think during reading, speak after reading, sort out the order of this text, have an overall impression of the text, and lay the foundation for later learning.

Second, read experience and understand the truth.

Chinese reading teaching should pay attention to the accumulation, understanding and application of language. In the teaching process, Chinese teachers should rely on teaching materials, grasp the key words in the text, deeply understand the content of the text, truly implement language training in teaching, and cultivate students' Chinese ability.

Bian Que's treatment is an allegory, and its difficulty lies in understanding the moral, which is very difficult for children in Grade Three. Teacher Pan caught a passage in the teaching: In the fifth natural paragraph, let the students read it by themselves-calling the names-all at once-and lead them to find sentences, grasp key sentences, and guide the students to realize Bian Que's brilliant medical skills from "being able to cure-being able to cure-only waiting for death", and then use this as a clue to return to the performances many times to find relevant paragraphs. Through communication, let students realize that "a minor illness will become a serious illness if it is not treated in time", and then understand that if you make a small mistake in your study and life, you should listen to others' opinions with an open mind and correct it in time, otherwise it will become a big mistake, and it will be too late.

It is a very prominent point in Mr. Pan's teaching to use a variety of reading forms to make students understand and comprehend in reading. Read, let the students understand the text effectively and understand the truth; Reading enables students to know how to read articles and cultivate their abilities. Reading is an effective way to never lose your legs in teaching!