Reflections on the Teaching of Fisherman's Stories

The Fisherman's Tale is selected from Arabian Nights, a famous collection of ancient Arab folk stories. This story tells people that intelligent people are truly powerful and invincible. The following is my reflection on the teaching of fisherman's stories (selected 10). Welcome to read the reference. I hope it helps.

"The Fisherman's Story" 1 Teaching Reflection Before teaching this lesson, I arranged for students to preview the text, so after class, I asked students to read the new words with everyone, then read the text silently and divide it into three paragraphs to talk about the main information of the article.

On the basis of reading the text for the first time, I began to take my students to learn the text. Through "the fisherman saved him, why did the devil kill him?" This question lets students know that the devil is cunning, fierce and full of lies. Let the students see that the evil and cunning nature of the devil will not change. Then I asked a question, "What do you think of fishermen? Because at first, he was obviously shocked. After listening to the devil, he had to lament his bad luck. " Let students feel the fisherman's intelligence, calmness and calmness. Students according to the fisherman's psychological activities: "He is the devil, I am an open person. My wisdom will definitely suppress his evil spirits. " Knowing that the fisherman has calmed down now, he knows that it is futile to be afraid of the devil and reason with him. It is not his body that he can compete with the devil, but his wisdom. It occurred to him that only by putting the devil back in the bottle could he be cured. So in the following conversation, the fisherman's language was full of wisdom, and he persuaded the devil by challenging him: he didn't want to beg or excuse any more, and he was ready to die, so that the devil unconsciously entered the trap.

After analyzing the main protagonist of the text, I asked the students to think about what the story inspired them. Some students said, "When we encounter difficulties, don't back down, but use our wisdom to overcome them." Other students said, "I remembered Balzac's famous saying: A wise man is really a man with infinite strength." Some students said, "We shouldn't believe the bad guys' lies. When the fisherman subdued the devil, the devil tried to lie to the fisherman, but the fisherman saw through the devil's lie and threw it into the sea resolutely. If it were someone else, I'm afraid I would hesitate. If I hesitate, the devil will tell more beautiful lies, such as giving him treasure and so on. It will fall back into the hands of the devil and it will die. "

Finally, let the students retell the story materials, stimulate students' interest in reading and arrange extracurricular reading.

Reflections on the teaching of fisherman's stories Part II When I was teaching fisherman's stories, I asked such a question: "What is the image of the devil in the text?" When many students pointed out that the devil was "fierce and shameless", one boy proudly put forward his new point of view: "I think the devil is an honest and trustworthy person. You see, he told the fisherman that he had nothing to hide when he was locked in a bottle by Solomon. Is it dishonest to let fishermen know their weaknesses? And because no one saved me in the first three centuries, the devil swore:' If someone comes to save me at this time, I will kill him, but I can let him choose to die.' Isn't he doing this to fulfill his promise? At this time, I affirmed his courage to put forward different opinions when commenting, and at the same time guided the students to read the article again, provoking an argument: Is the devil always honest in front of fishermen? During the discussion, the students found that when the devil felt that fishermen were not afraid, he felt that there was no need to lie, which was particularly arrogant. He lied when he mistook the fisherman for Solomon or the fisherman put it in the bottle again. Doesn't this change just prove that the devil is cunning rather than honest?

In just a few minutes, the students made a deeper discovery. Imagine, without the guidance of value, how can there be such a wonderful "variation" in class? Therefore, it is very important to pay attention to classroom generation and value guidance.

Reflection on the Teaching of The Fisherman's Tale Part III In this class, I spent a class time grasping the following links to start teaching. Arrange students to preview before class → show the words and check the students' mastery of the words → read the text separately for boys and girls → grasp the key words and experience the personality characteristics of fishermen and demons.

Maybe the plot of this story is liked by students, maybe the story information is not complicated, or maybe the students have previewed it carefully. Not only was my class so simple (not too laborious), but I also found more. Discover the progress of students, their carefulness (they can chew words), and their necessary learning potential. ...

For example, only after checking the mastery of new words and before understanding the story, let the whole class (men dressed as demons and women dressed as fishermen) read the text in different roles, eliminating the links of free reading, roll call reading and correcting comments, can students be fluent, neat and even affectionate. This is enough to show that the child really previews.

For another example, when discussing who the fisherman and the devil are, one-inch Wei Jia said, "I think the fisherman is a brave and resourceful man. He is not only not afraid in front of the terrible devil, but also tries to subdue the devil. " He is like a "little nightingale". "What a brave and resourceful sentence." He is like a little nightingale. "More comprehensive than the teacher, more suitable than the teacher.

Xiao Lu said, "The devil is a cunning man. The devil said to the fisherman,' For four hundred years, no one has come to save me. I am very angry. From now on, if anyone comes to save me, I must kill him. "But the reality is that Solomon has been dead for 1800 years. According to the devil, he was blocked by Solomon for 400 years. The devil's words are obviously an excuse to kill. The devil has to find a step for himself to kill, which is simply cunning. " "What a careful and clever boy, he knows how to grasp" 1800 "and" 400 "in the context to identify the devil's lies."

Just as my heart cheered for Xiao Lu's progress, the "smart card" merchant sent his troops and said, "Teacher, I don't agree with Xiao Lu. The text does not specify how many years the devil has been locked in a bottle, but only says,' From now on, whoever wants to save me, I must kill him.' Too many teenagers from now on? Maybe it will be 1900. So I think the devil's words are reasonable, and I can't say that he is cunning. "

Before the words were finished, "Black Africa" Yang raised his hands high. He said: "I agree that the devil is cunning, but I don't analyze it from'1800' and' 400'. The changes in the attitude of the devil written in paragraphs 5 and 6 and paragraphs 24 and 25 of the text can show that the devil is a sinister person. " ..... The discussion continued, but I didn't have a chance to interrupt.

In this class, I have another identity-the sharer of students' learning achievements.

In this class, I found that "teaching is to not teach!" " Smile at me.

Reflections on the teaching of The Fisherman's Story 4 Fairy tales have been loved by children since ancient times. Their touching stories and beautiful language can always bring children into a beautiful situation and let them be influenced by truth, goodness and beauty. This paper mainly tells a story: a poor fisherman was fishing at the edge of the ring and accidentally caught King Solomon's bottle to stop the devil. He opened the bottle and the sly devil came out and tried to kill him. The fisherman defeated the devil with his own wisdom, and the devil was blocked in the bottle again.

This paper unfolds the story in a comparative way to reveal the truth. In teaching, I avoid tedious analysis, but guide students to read aloud, guide them with emotion and learn through reading. Contrast is used in many places in this article. Students read aloud, perform and imitate the changes of fishermen's words and deeds by comparing before and after, and the vivid performance attracted the children to burst into laughter. It is in this relaxed and harmonious atmosphere that two completely different roles, the cunning devil and the clever fisherman, are presented to them. Who is right and who is wrong? The children replied, I found the answer, and the truth revealed by the story naturally appeared.

1. What does this text say?

This story is mainly about a poor fisherman who went fishing at the seaside and accidentally fished out a bottle of King Solomon to stop the devil. He opened the bottle and the sly devil came out and tried to kill him. The fisherman defeated the devil with his own wisdom, and the devil was blocked in the bottle again.

2. What do you understand after reading this story?

This story tells people that intelligent people are truly powerful and invincible.

Think about how the fisherman defeated the devil with his wisdom.

He pretended not to believe that the devil lived in such a small bottle and tricked him back into it.

4. Consider the context and think about the meaning of the following two sentences.

(1) On hearing that Solomon was dead, the devil immediately said viciously, "Fisherman, get ready to die! How do you choose to die? I'll kill you right away! "

From the word "immediately", we can see the evil and cunning nature of the devil. Because he was afraid of Solo VI, he still looked grovelled and weak when he came out. When he heard that Solo Six was dead, he suddenly showed his true colors and was extremely vicious. Instead, he fabricated a series of lies to make excuses for his shameless behavior. We can't help thinking? Wolf and sheep? The wolf in the forest, trying to do bad things, makes up a high-sounding reason for himself, which is extremely cunning and shameless.

(2) At this moment, the fisherman thought, "He is a devil, and I am an upright man. My wisdom will definitely suppress his evil spirits. "

This is the only description of fishermen's psychological activities in this paper. From his thoughts, we can clearly see that the fisherman has calmed down at this time. He knows that it is futile to be afraid of the devil and reason with him. It is not his body but his wisdom that he can compete with the devil. He thought that only by bringing the devil back to the merger can he be conquered. So in the next conversation, the fisherman's language is full of wisdom, which makes the devil believe that he doesn't want to beg and defend any more, and he is ready to die, so that the devil unconsciously enters the trap.

Reflections on the teaching of fisherman's stories 5. When teaching Biography of the Fisherman, I first noticed the characteristics of the characters' language, so I performed the leading role in the classroom teaching. I ask the actors to show the ferocity of the devil and the cowardice and wit of the fisherman, and vividly show the image of the devil fisherman from the aspects of language and action. There is a sharp contrast between such a fierce and powerful demon and an unarmed and weak fisherman. All students, these are all in my expectation. So I think as long as students are willing to let go boldly, their potential will be maximized.

Secondly, from the shallow to the deep, break through the difficulties. The teaching difficulty of this paper is to understand the artistic characteristics of "based on reality and full of fantasy". In order to break through this difficulty. From the perspective of characters and plots, I studied and designed a set of questions from the simple to the deep, organized students to discuss in class, and let students climb the stairs laid by the teacher, and gradually made it clear that the fisherman is a real-life figure, who embodies the excellent quality of working people and is the representative of justice forces; The devil is an imaginary figure, but there are bad people like the devil in real life, which reflects the nature of various reactionaries and the embodiment of evil forces. The plot of the fisherman's struggle with the devil is also illusory, but this struggle is a tortuous reflection of the struggle between justice and evil in real life. In the end, the fisherman's victory embodies the truth that "evil can be suppressed and good can be promoted"

At the same time, I guide students to develop their imagination and train their thinking. Einstein thought that "imagination is more important than knowledge. Because knowledge is limited, and imagination summarizes everything in the world and promotes improvement, which is the source of knowledge evolution. " After enjoying the text, ask the students to retell the story in their own language, so as to deepen their understanding of the text and exercise their oral expression ability.

Reflections on the Teaching of The Fisherman's Tale 6 This article is selected from the Arabian Nights, a famous collection of folk stories in ancient Arabia. This story is one of the classic articles, and children are familiar with it since childhood. So it is easier to understand the content of the story and repeat the teaching goal of the story. The teaching focus of this paper is to understand the characters in the story and the truth revealed by the story.

In teaching, I abandoned the tedious problem analysis, and imitated the changes of fishermen's words and deeds by comparing before and after, reading aloud and performing textbooks, so that students could feel the cruelty and shameless of the devil and the brave mechanism of fishermen. This form is relaxed and lively, which is deeply loved by students, but it is also easy to make the classroom atmosphere too active and difficult to control. Sure enough, in the process of students' performances, the exaggerated performances of Zhao Junhao, Liu Youhang and others once made the class out of control, and the children laughed and their performances turned into a farce. I had to pull my face down to stop them. How can we bring children's emotions back to the text? When the class quieted down a little, I asked my classmates, did they act well, and did they meet the characteristics of the characters in the story? At this time, everyone began to think about the combination of characters and performances. So everyone pointed out the shortcomings of the two actors. For example, fishermen are witty and brave. He should be calm and fearless in times of crisis, not in a mocking tone and attitude. Everyone's thoughts returned to the story. When two students were asked to perform, the class became very orderly.

Reflections on the Teaching of Biography of Fisherman 7 On May 25th, according to the arrangement of the Guidance Office, I had a reading class of Biography of Fisherman in Class 4 (1). I have the following ideas when preparing lessons:

1, this is a reading text, focusing on cultivating students' reading ability since enlightenment;

2. The training focus of this unit is to retell the text.

The teaching focus of this course mainly focuses on three training points:

In the first and second natural paragraphs, the fisherman cast a net and caught a bottle of gall. The following are a series of action words. I mainly guide students to feel the description methods of characters' actions through reading. The method I use is: read sentences-cross verbs-understand writing. I asked this question: What writing skills can you learn from this passage?

Second, why did the devil kill the fisherman who saved his life? This is the content of section 1 1 of the article. When teaching this paragraph, I adopted the following methods: reading stories-retelling stories-retelling stories by name-randomly creating dialogue situations with teachers and students-realizing the evil of the devil.

Thirdly, sections 16 to 25 of the text talk about how fishermen defeat the devil with wisdom. The method I use in teaching this part of the content is: reading the text by different roles at the same table-retelling the text-naming the dialogue-feeling the wisdom of the fisherman.

Reading runs through the whole text teaching, but after this lesson, I always feel something is missing. Later, I consulted Mr. Sun who was in class. He said that the content of this text is relatively long, and the method of reading aloud lacks appreciation as a teacher.

I have been reflecting on this class. Is there a better design scheme? Today, I suddenly thought of a training point:

The teacher can tell his own story by starting with the perception of the characters and grasping the first section of the text 1 1. The teacher can design the question like this: the devil said that the fisherman was unlucky and caught it in the fourth century, so he wanted to kill the fisherman. According to the devil, the devil should be a god who keeps his promise. Do you agree with this view? Can you find some evidence from the text to explain it?

This should arouse students' interest in reading, stimulate students' reading expectation, and guide students to look for the evil and cunning sentences between the lines of the text. Then learn more about the fisherman's wisdom, in sharp contrast with the devil.

This is just my thinking after teaching, and I haven't practiced it further. Is it feasible?

Reflective teaching of "The Story of the Fisherman" 8 is a bilateral activity between teaching and learning, which requires both the leading role of teachers and the initiative of students. Therefore, my overall teaching idea when teaching this article is: under the guidance of teachers, students should actively learn to appreciate the text according to the general characteristics of folk stories, so as to achieve the purpose of "teaching is for not teaching". Teaching methods such as "role reading", "appreciation analysis" and "class discussion" can be adopted.

Concise and personalized dialogue description is the main means to portray characters in this paper, and love of imitation and good expression are the common psychological characteristics of primary school students. So, I read aloud by roles and held a story-telling contest, which turned silent words into spoken language. Through the level of voice, the speed of speech and the strength of rhythm, supplemented by expressions, movements and gestures, I vividly displayed the personality characteristics of the characters in front of my classmates, and initially achieved the goal of perceiving the characters.

However, the arrangement of classroom rhythm and the control of time are inappropriate. The front is dragging, and the back is rushing. I should have worked harder and spent more time reading aloud, but I only finished reading it once and didn't practice at all.

Reflections on the Teaching of The Fisherman's Story 9 If we want to talk about this topic, we should know what skimming is.

The so-called "skimming" is extensive reading, which is a reading method that does not seek in-depth intensive reading, but only seeks the general idea. Its basic feature is "observing its general idea". However, China's textbooks contain a large number of skimming texts, the purpose of which is to enable students to apply the reading methods mastered in intensive reading texts to actual reading.

I read the article "The Fisherman's Story" some time ago. Through reading the textbook and mastering students' daily abilities, I think students can learn this article by themselves. So I set the teaching goal as: 1, read the full text and understand the content; 2. Understand the wisdom of fishermen; 3. Feel the wisdom of life.

In the actual teaching process, through students' reading and answering, I think the preset goal before class has been achieved. However, in the subsequent evaluation of the class, the judges thought that my goal setting for this class was too simple, and they thought that the above teaching goals were not goals at all. Some leaders even commented directly: I don't like your class. Therefore, I learn from this painful experience and make a deep reflection here. Maybe I'm really wrong. Do we have to analyze the skimming of the text? Isn't it enough for students to cultivate their interest in reading after this class?

In daily teaching, sometimes we tend to turn skimming into intensive reading, and because we pay too much attention to the exploration of connotation, we tend to ignore the main goal of cultivating students' reading ability. But in my opinion, skimming the text is nothing more than three basic tasks:

First, understand "what was written";

Second, talk about "your feelings";

Third, look at "What moved you".

Skimming the text also has "three readings":

Read it at first glance; Focus on second reading; Talk about the feelings of the third reading.

So when teaching the text "The Fisherman's Story", my first consideration is not what I want to teach students, but what I want students to do and learn. After a class, the students learned cooperative reading and self-correcting pronunciation; The students demonstrated their reading ability; Students know that when in danger, they should use the power of wisdom to save themselves; More importantly, it cultivates students' interest in reading. If we want to dig deep into the content of this article, or let students read it with emotion, this class will surely become a teaching demonstration of intensive reading text again. Wouldn't that lose the meaning of skimming teaching?

I remember that in the expert lecture on "New Chinese Theme Reading" on May 23 this year, the speaker Henry Lau also pointed out that the teaching of Chinese analysis and explanation should be changed to simple reciting teaching. Explain less and share more. I quite agree with this view. However, when our teacher intends to get rid of some old ideas and change some traditional teaching methods, he feels difficult and struggling. Because people's persistent thinking mode is too powerful.

Reflections on the Teaching of The Fisherman's Tale 10 The Fisherman's Tale, selected from Arabian Nights, is a famous collection of folk stories in ancient Arabia. This is a story full of wisdom. The story mainly tells that a poor fisherman went fishing at the seaside and accidentally caught King Solomon's bottle that blocked the devil. He opened the bottle and the sly devil came out and tried to kill him. The fisherman defeated the devil with his own wisdom, and the devil was blocked in the bottle again. There is a strong contrast between the strength of the devil and the weakness of the fisherman in the story, but the story tells people that people with wisdom are truly powerful and invincible.

Before teaching this class, I arranged for students to preview the text, so after class, I asked students to read the new words with everyone, and then read the text silently and divide it into three paragraphs. The three students expressed their opinions. They have no objection to the division of the second and third paragraphs, but the division of the first paragraph is different. How can we unify their thoughts? I said, "From your summary of Duan Yi just now, the teacher heard that you can all focus on the roles of fisherman and devil. The first part mentioned that the fisherman saved the devil unintentionally, the second part said that the devil wanted to kill the fisherman, and the third part explained the result of the battle. The fisherman defeated the devil with wisdom. There is no objection to the division of students in the second and third parts. Where is the first one suitable? Please think it over. " The students concentrate on thinking. Finally, they determined that paragraph 1-3 said that the fisherman saved the devil unintentionally.

After finding out the context of the text, I asked the students to look at the blackboard and talk about the main content of the article. Hao Hao stood up on his own initiative, but from his first speech, I heard that he would repeat the text in detail. I reminded him: "Listen to the teacher's request, I am asking you to summarize the main contents in your own words according to the blackboard." Hao Hao immediately understood what I meant, mastered the contents of these three parts, and briefly summarized the main contents in his own language, which made great progress. I asked the whole class to applaud him. Next, I ask the students to sum up this method of summarizing the main contents: after reading the text carefully, understand what each part mainly says, and then connect the main meanings of each part, so as to grasp the main contents of the text.