Reflections on the teaching of "excellent" memory sixteen years ago

Reflections on the teaching of "excellent" memory sixteen years ago

Teachers should pay attention to listening to students' voices in teaching, induce students to dare to ask questions in class, and even put forward different opinions to arouse students' enthusiasm, make students willing to participate and stimulate their interest in learning. The following is a model essay for your reflection on the teaching of Memories of Sixteen Years ago. Welcome to learn!

Reflections on the Teaching of Memories Sixteen Years ago

Memories of Sixteen Years ago is an intensive reading text in the third group of Book 12 of Chinese in primary schools. This text mainly tells the author's memories of his father, Comrade Li Dazhao, before his death, before his death, in court and after his death, and expresses Li Dazhao's loyalty to the revolutionary cause, his lofty quality of being unyielding in the face of the enemy, and his admiration and deep nostalgia for his father. The training of this group of texts focuses on the writing skills of front and back care and coherence from beginning to end. According to the content of this text, I have designed the following teaching objectives in my teaching:

1, read the text correctly, fluently and emotionally;

2. Understand the story of Li Dazhao's struggle with the enemy in court, accept vivid revolutionary tradition education, grasp key paragraphs and experience the character;

3. Understand the references and coherent expressions before and after the text from beginning to end.

The teaching focus of this lesson is:

Study the sentences describing Li Dazhao's language, words and deeds in court, and experience the noble sentiments of the characters' indomitable, righteous and loyal to the revolutionary cause.

The difficulty lies in: learning the writing skills that are balanced before and after and coherent from beginning to end, and applying them to exercises.

Because of the long teaching history of this class, students may not be able to enter the scene described in this article. Based on the research of the three-mode and nine-step teaching mode between the leaders of our school and early childhood education, I mainly adopt the following teaching methods to break through the teaching difficulties.

First, create a topic.

I choose from them? Memories Read the text by yourself and feel the main idea of the text. First, let the students read the topic together. The question of remembering two words: Who did you remember in the text? What time periods do you remember about him? Which angel do you remember? Me? Can't forget it? Ask the students to circle the hints of time in the self-reading, divide the article into four blocks according to the hints, then summarize what each part mainly says, and then summarize it into subtitles. Namely: before arrest, at the time of arrest, in court and after murder. In this way, students can perceive the main idea of the text as a whole and cultivate their self-study ability. This is in line with the cognitive law of senior students.

Second, learn before teaching.

The text is long, the story has a certain historical background, students don't understand the social situation at that time, and they certainly don't have a deep understanding of some keywords. So before learning the text, I repeatedly arranged for students to find relevant information. Facts have proved that supplementary materials collected by students play an important role in the process of learning the text.

In the pre-school stage, I mainly ask students to grasp the key segments and ask questions. For example, when studying the footage of my father's arrest, I asked the students to think about what they didn't understand after reading it and boldly put it forward. Encouraged by me, some students asked: Why didn't Li Dazhao leave Beijing first and go out to hide for two years before coming back? Some students asked: why did the enemy catch Li Dazhao when he burned all the books and documents? The questions raised by the students are all very good. I asked the students to introduce Li Dazhao's' identity: * * was born in party member, and China * * * production party was founded in 192 1. Li Dazhao is the leader of Beijing Revolutionary Party Area. Books and pieces of paper at home were burned because they didn't want the enemy to search for evidence, so as not to reveal the party's secrets. But because Li Dazhao is the leader of the revolutionary party, the enemy will arrest him anyway. Can he leave Beijing? I can't. If he escapes, more party member and revolutionaries will die, so Li Dazhao will never leave Beijing. Because there are comparative descriptions before and after arrest, let the students circle the marks in reading and grasp the question: what kind of person is Li Dazhao? He focused on the sentences describing Li Dazhao's words and deeds and wrote his own reading experience. And then use it? Focusing on how the author shows his father's noble quality, the group cooperates to learn the writing method of contrast.

In after-school teaching, I focus on guiding students to learn key contents? In court? At that time, there were three key paragraphs describing Li Dazhao. Because the students have adopted the method of marking and writing comments, after reading this part together, I let the students read and mark by themselves in silent reading. Most students can find relevant sentences, but their writing feelings are mainly concentrated in the third place, and they feel little about the first place. So, how to break through the key content and feel the quality of the characters? To this end, I adopted the following methods:

Understand? Court trial? When I adopted, Self-study, demonstration, intuition? In teaching, students are asked to draw words describing the expression of Dawn Zhao when he is on trial by reading this part of the text silently, and then these words are discussed. What qualities have you learned from Li Dazhao? What makes Li Dazhao calm in the face of fierce enemies? Find out the reason sentences and experience Li Dazhao's inner activities, so as to understand the text more deeply and achieve the harmony between old and new knowledge. Review the cause and effect of the matter. Through role-playing and textbook drama, students' ability to perform, read aloud and understand the text can be further improved, thus stimulating students' interest in learning. Show the wall chart and guide the reading, understand? Calm down. calm down? Words like that.

3. When guiding students to understand the difficulty of anaphora and coherence, I use? Teaching methods? Let the students understand? Care before and after? Meaning of. On the basis of understanding the text, students have a sense of language and a * * * sound with the author, understand the author's mood at that time, and read the text aloud. In order to guide students to read clear feelings of love and hate, we read out the nostalgia for Li Dazhao through naming, silent reading, synchronous reading and free reading. Care before and after, coherent from beginning to end? Benefits. The sentences that echo from beginning to end are obvious and not difficult to find. After that, we will carry out extended training, let the students discuss at the same table and find out the other two sentences echoed in the text. Due to insufficient preparation before class, this expansion is relatively difficult. Only a few students found two places. If you type the first sentence with slides first, and then find the corresponding sentence, it will be relatively less difficult for students with weak understanding ability in the class and will not be isolated from the classroom.

Third, show feedback.

This course is based on the characteristics of teaching materials and teachers and students. Mainly in the form of reading aloud, it not only trains students' reading ability, but also trains students' logical thinking, language expression and performance generalization ability.

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