Our "Traditional Festivals"

The Language Curriculum Standards advocate: changing students' learning from passive acceptance of learning to active inquiry, so that students can acquire the joy of inquiry, so as to cultivate students' awareness of active inquiry. To give full play to the subjective initiative of students, from the exposition of their own knowledge into a guide to the development of students, from the perspective of student learning to design teaching.

China's traditional festivals are the beautiful memories of our Chinese nation, the essence of people's daily lives, accumulated a broad and profound cultural connotation, conveying our Chinese nation grateful for patriotism, love and respect for the elderly and other fine traditions. Festivals, for every child is an exciting thing, so this open class I prepared this section of the "traditional festivals".

This unit is a traditional culture as the theme of the four texts, this text is a traditional festivals in China as the theme of the ` rhyme. Traditional festivals are an important part of traditional Chinese culture, containing the Chinese children's feelings of family and country, connecting the Chinese children's spiritual bloodline, and carrying the ancient culture of the Chinese nation passed down from generation to generation. According to the teaching objectives of this lesson, seize the key points and difficulties of this lesson, I designed this concept: before learning this text, I want to let students visualize and visualize the traditional festivals in the form of pictures to perceive the bustling and joyfulness of traditional festivals. Thus, to understand the time of China's traditional festivals, customary activities, and then to feel the cultural heritage contained in the traditional festivals, know to inherit the excellent Chinese traditional culture, stimulate the interest in Chinese traditional culture.

In the "I can recognize words" teaching, I multi-faceted, all-round to let the students to practice reading, and to take a variety of forms of detection of students to recognize the situation, which is conducive to the participation of all students. The whole lesson of the literacy link teachers and students highly cooperative, students learning actively and very good results.

The next part of the teaching, I designed the questions to make students understand the text: What are the folk activities of these festivals introduced in this article? Do you know their specific dates? What activities do people do during the festivals? We keep solving these questions under the multiple forms of reading aloud. In the section of extension, I pay more attention to the related poems about this festival so that students can have more literacy. Thus, to seize the difficult point of teaching this lesson, feel the fun of traditional Chinese culture.

Of course, there are still some problems in this lesson. Although the effect of this piece of literacy teaching is not bad, but the content of the text learning should also open the mind, more design to let students take the initiative to find problems, solve problems. I excessively lead the students towards my design process for learning, and not student-centered, give full play to the student's subjectivity. In the future teaching should also learn from other teachers, exchange ideas, so that the classroom back to the students.

Our "traditional festivals" feel the cultural heritage contained in the traditional festivals, know that we should pass on the excellent Chinese traditional culture, to stimulate interest in Chinese traditional culture.