Language "hidden theater" teaching reflection

As a good people's teachers, teaching is one of our work, teaching experience can be summarized in the teaching reflection, how to write a teaching reflection to play its role more? The following is my collection of the human education version of the language "hidden play" teaching reflection (General 5), I hope to help you.

Language "Hidden Opera" teaching reflection 1

The text of "Hidden Opera" is easy to understand, and it is a suitable text for students to learn on their own. Believe in students' ability to learn and use the text to allow students to develop self-learning skills.

Guess and talk about the local theater and introduce to the Tibetan opera. Give the introduction plan for students to self-study and exchange. The introduction is as follows:

1, read the text well, figure out the origin of Tibetan opera, and say it in their own words. 2, from the text to experience the characteristics of Tibetan opera, feel the characteristics of Tibetan opera.

Students independent cooperative learning to a certain time under the classroom exchange show. At this time, the teacher only plays a learner, the role of the leader, said a topic for students to show, to question, to add. If there are students in the show said the origin of Tibetan opera, said a little wordy, students dare to question, can be so concise, he said on. Speaking of the characteristics of Tibetan opera, students are very interested in showing, as if they are Tibetan opera researchers. In the exchange show I clearly feel that the Tibetan opera in the class opened, the students are the master of the Tibetan opera.

How lively show ah, the teacher has a question, the article at the beginning of the three sentences, what is the sentence? What role does it play in the text? Students read a read, on the show said, is a rhetorical question, to draw the reader's attention, attract the reader's interest in the role.

Believe in students, believe in students' ability to learn, yes.

Language "Tibetan Opera" teaching reflection 2

"Tibetan Opera" a lesson according to the different aspects of the description of things in order, first summarize the main features of the Tibetan opera: "wearing masks performances," "performances without a stage," "a theater A play can be performed for three to five days. Next, the legendary story of Tangdong Jiebu, the founder of Tibetan opera, is written in detail. Next, the characteristics and functions of the mask, an important feature of Tibetan opera, are introduced. Then briefly explain the other features: the stage is simple and simple; the plot is described by narration and rap; the opening, main scene and ending are fixed programs; the singing and movements are colorful; and the performance time is long. The last sentence summarizes the whole text, pointing out that the Tibetan Opera is a national theatrical art passed down and developed by teachers.

Perhaps the reason for the structure of the text, I feel that this text is taught particularly cool, and students learn particularly easy.

After the first reading of the text, I asked the students to combine the pre-study, say the characteristics of Tibetan opera. Most students can find out the text at the beginning of the three rhetorical questions actually summarizes the three main features of the Tibetan opera: "wearing a mask performance" "performance without a stage" "a play can be performed three or five days ". Immediately after that, I asked the students to find the corresponding natural paragraphs that specifically describe these three features in the text according to the features of Tibetan opera. In the process of finding, I randomly lead students to read the text, feel the characteristics of the Tibetan opera, and appreciate the unique charm and rich cultural connotation of traditional theater art. Of course, the part about masks is the most interesting to students. The different colors of these masks represent different roles, different emotional colors, and certain value judgments and concepts of right and wrong. Then through reading in roles, guided reading and other methods, students can realize the unique charm of Tibetan opera. The students easily understand this part on the basis of reading it fully. Finally, I let the students read the natural paragraphs 4-7 of the text and say what are these natural paragraphs about? Students can quickly understand that it is written about the formation of Tibetan theater.

In this way, I led the students so easily clear the vein of the article, understand the formation of the Tibetan opera and its characteristics, appreciate the unique charm of the Tibetan opera, and learn the article accurate description and vivid image description, accumulation of language, understand the expression method. And everything that the students have realized and accumulated is not exactly what we hope for?

Language "Hidden Play" Teaching Reflection 3

Today on the "Hidden Play" class, and I expected, this text is very laborious to teach.

According to the connection of the prompt after a good paragraph, the next teaching is like an old ox pulling a broken cart, how to pull can not be pulled.

Most of the formation process of Tibetan opera is I speak, the formation of the reason why it is called legend is I speak half of the latter half to let the students to fill.

The characteristics of the Tibetan opera part, I prompted the students, let them first look at the first to three natural paragraphs, look at the first part of the article to write about what its characteristics, and then in the third part of the corresponding content, and then look at the article is also written about what characteristics of the Tibetan opera.

As for the comparison between The Tibetan Opera and Spring Festival in Beijing in terms of writing features, it became a case of me showing the relevant content and reading it to the students.

That's it, it still took me two lessons to finish teaching this article.

I personally feel that the article is too abstract, and it is too difficult to ask students to understand. When teaching, if I summarize the formation process, with the form of filling in the blanks for students to fill in, reduce the difficulty, the students should be better to learn. As for why this story is a legend, it is actually enough for the teacher to make a point when summarizing. It is too difficult for me to ask students to tell why it is a legend. As for the comparison between The Tibetan Opera and The Spring Festival in Beijing in terms of writing characteristics, I am still satisfied with my own handling, because I still think that it is too difficult to compare writing characteristics. Today we started with Spring Festival in Beijing, mainly because the third question at the end of the lesson asks "Tell me how you celebrate Spring Festival. If you are interested, you can write about it briefly." Where "can write a write", teachers will naturally ask students to write a write, and to write, it is better to strike while the iron is hot!

In the discussion of the article's writing characteristics, I first guide the children to experience Lao She's simple and vulgar style of language; and then let the children read freely, experience; then arranged a group discussion; and finally, the collective exchange, the children talked about: 1, written in chronological order of the beginning - preparation - - climax - end, 2, written in chronological order of the beginning - preparation -Climax - the end, 2, detailed and slight, 3, seize the different characteristics of the characters to write. Although the whole learning process children a little strenuous, but after efforts, and finally reached the goal.

Language "Tibetan Opera" teaching reflection 4

"Tibetan Opera" is a humanist version of the second group of sixth grade elementary school book of the second group of an article, this unit is to feel the "Chinese folklore" this topic to organize the teaching content. The Tibetan Opera is a vivid explanation of the traditional Tibetan theater. The text is clear, a little bit of face, detailed and brief, colorful, is a knowledge, humanities, interesting are strong folklore prose, quite literary color.

In the talk "Tibetan opera" article, not only are the children feel y, as far as I am concerned, I also have a great deal of harvest. Because this article is very national artistic characteristics, so the pre-course interaction, I used a very infectious audio-visual courseware to bring the children into the situation, the children were y infected, with a strong interest into the text. Then, let the students carefully read the reading tips before the text, in accordance with the reading requirements to seize the "formation", "features" to the text segmentation. To help students clear the vein, and then the children according to the content of the text to solve the related problems, that is, the formation of Tibetan opera and Tibetan opera artistic characteristics.

This part of the formation of the Tibetan theater, I let the children quickly read the text to see how the Tibetan theater is formed, try to say in their own words. Many children in a short period of time to tell the form of storytelling to say the formation process of Tibetan opera, and in this way, in the story I took the children to figure out the origin of Tibetan opera. In terms of emotional values, the children were touched by Tangdong Jeb's selflessness, wisdom and the righteousness of the seven girls. In the study of Tibetan opera artistic characteristics of this link, through independent, cooperative, exploratory learning methods, seize the sentence paragraph first read and then summarize, let the children to read, to brain, to feel, to say.

Next, let the children summarize and discover the writing characteristics of this article, to experience the unique writing style of this article's opening prose rhetorical questions and the benefits of this writing style. Finally, the teacher introduces the opening method of this article, rhetorical opening method, and with the help of classroom materials for students to understand the more distinctive kind of dance - Ansai Waist Drums, try to design a beginning. In teaching, can give two-thirds of the time back to the students, can leave students enough space to read, think, discuss, and promote the students and the text and the dialogue between students.

Of course, there are many shortcomings in this lesson, such as: the teacher's transition language is not beautiful; sometimes the words are long-winded and repetitive; the teaching time is not in control, the understanding of the writing link and extend the link is a little tight; the board is a little bit messy; read aloud style is not much; the teaching method is too single, etc. In the future, I hope to be more careful in the teaching. In the future teaching, I hope to study the teaching materials harder and design the teaching process more brilliantly. Teaching is an art that requires our persistent efforts. Language teaching is even more difficult, always remind yourself that you must work hard.

Language "Tibetan Opera" Teaching Reflection 5

"Tibetan Opera" is a reading text in the second group of the second book of the sixth grade of the Humanist version of the elementary school, this article is an introduction to different regions, different ethnic groups their own unique folk customs and traditions. I feel that students should be very interested in learning the content of this article. Before the lesson, I prepared the lesson carefully and clarified the teaching objectives. The teaching objectives of the article "Tibetan Opera" are: 1. Read and remember the words. 2. Read the text silently to understand the shape of Tibetan opera. 3. In the past, the Chinese people have been able to understand the characteristics of the Tibetan opera, and appreciate the unique charm and rich cultural connotations of traditional theater arts. 3, learn the article accurate description and vivid image description, accumulation of language, and comprehension of the expression method.

The text of "Tibetan Opera" mainly introduces us to the origin of Tibetan opera and the three characteristics of Tibetan opera. It is to let children understand the formation of Tibetan opera, to appreciate the unique art form of Tibetan opera, and to appreciate the characteristics in expression. Because this article is very national characteristics, so I also made some preparations before class, collect relevant information.

First of all, I let the children enjoy the video of a Tibetan opera performance on Tudou.com, the children were mesmerized, although this video is longer, but I do not begrudge the children at all, let the children enjoy the end. Then, let the children talk about the experience of watching. Then into the text, clear the obstacles of vocabulary new words, while paying attention to remind the children to pay attention to the accumulation of language.

Then, guide to figure out the unique art form of Tibetan opera. I let the children free group study, and then exchange. Children as a result of group study, part of the backward students in the help of their classmates can read the text. During the exchange I asked the children to seize the three rhetorical questions at the beginning of the article and realize the advantages of writing in this way. Secondly, I asked the children to read aloud by seizing the words and phrases in the article detailing the characteristics of the Tibetan opera. While reading, we pay attention to the expression methods used in the article in order to improve the children's writing level. Afterwards, the children were asked to read the text quickly, find out the natural paragraph that describes the origin of the Tibetan opera, and see who could retell the story in their own words in the shortest time. As a result, in just 3 minutes a child raised his hand and asked to retell the story to the children, and this child's speech was very distinctive. I then asked a few more students to tell the story. In this way, in the story I took the children through the process of figuring out where the Tibetan theater came from. Finally, I let the children exchange guidance on the type of theater, expanding and extending the students our Cantonese opera, to achieve the migration of knowledge.

There are also many shortcomings in this lesson, the grasp of time is not good, the best Cantonese opera in this area when not enough, did not have to question the problem is not deep enough, student participation is not wide enough, the evaluation is not timely enough, etc., I will be in the classroom in the future to gradually improve.