Reflections on the teaching of the second volume of Chinese in the second grade of primary school by People's Education Press 1 Rose of the Deer is a fairy tale that can arouse students' thinking and understanding. In the beautiful spring, the deer planted a bunch of roses in front of the door. He often goes to loosen the soil and water. But just as the rose was about to bloom, the deer accidentally fell and hurt its foot. When he recovered, the rose had withered and could not see the flowers. Just when the two deer brothers felt sorry, the oriole and the breeze came to tell them the happiness that roses brought them. The deer is no longer sad.
A beautiful story conveys the simple philosophy of "being able to give happiness to others and being happy to yourself". How to make children feel the feeling of "giving roses and leaving fragrance in their hands" from the text?
First, create an equal dialogue classroom for children.
In teaching, I caught "you planted this rose for nothing without looking at any flowers." And "it seems that your roses are not white." Students from doubt to doubt, from doubt to doubt, along the way, children constantly understand the text through reading, and constantly experience the emotional changes of the deer. With the deepening of thinking and feeling, the emotional experience is also deepening. For example, after reading the question, I asked: Did the teacher tell you the answer or did you go to the text to find the answer yourself? The children all said, Look for it yourself. The question was thrown at the child at once, and the child became the master of the classroom.
Second, pay attention to emotional experience.
The new curriculum standard points out: "Reading is students' personalized behavior. Let students deepen their understanding and experience in active thinking and emotional activities, and feel and think. "Chinese classroom teaching is a process of emotional flow between teachers and students. Only when there is true love can there be spiritual intersection; Only with emotional experience can we have a dialogue with the text. The lesson "Rose of the Deer" introduces empathy into the classroom in many places, pays attention to experience and makes students feel the deer's mood. For example, "The deer and the younger brother count together, and there is always 32 * * *, which is very happy. "Why are they happy? The children said, "Hua Gu is thirty-two." Why are 32 flower buds happy? The children immediately realized that thirty-two flowers will produce thirty-two roses, which is really beautiful. Another example is "What do you think most when you are lying in bed?" In my experience, I feel that the deer is so eager to see roses, and I feel regret and sadness when he can't see flowers.
Third, pay attention to students' oral training.
Chinese class is not only for children to read and understand, but also a good platform to practice speaking. Two oral exercises are designed in class: What other small animals will pass by the deer's roses and say something to the deer? Let's also praise the deer's roses. Especially the second speech training, combined with the exercises in Chinese classroom exercise books, allows children to have something to write in their homework and will not find it difficult.
"Imagination is more important than knowledge itself." Let students learn to learn, largely depends on the improvement of thinking quality. Therefore, we should seize the opportunity in teaching, encourage students to imagine and create, and protect children's imagination. In this lesson, a question spreads the wings of children's imagination, inspires students to divergent thinking and puts them in their own shoes, which not only deepens their understanding of the text, but also exercises their language expression ability and cultivates their innovative spirit.
Reflections on the second volume of Chinese teaching in the second grade of primary school by People's Education Press II. The deer planted a bunch of roses in front of the door. He often went to loosen the soil and water it. But just as the rose was about to bloom, the deer accidentally fell and hurt its foot. When he recovered, the rose had withered and could not see the flowers. Just when the two deer brothers felt sorry, the oriole and the breeze came to tell them the happiness that roses brought them. The deer is no longer sad. A beautiful story conveys the simple philosophy of "being able to give happiness to others and being happy to yourself". When I was teaching Rose for Deer, I focused on the spirit of the new curriculum standard. After this class, I feel a lot.
I. Pursuing equal dialogue
Reading teaching is a dialogue process among students, teachers and texts. Students are the masters of Chinese learning, and teachers are the commanders and organizers of learning activities. Chinese classroom should provide a platform for students to talk and communicate with textbooks, authors, classmates and teachers. Teachers and students experience the same thing and produce the same thing. It is not easy for students to realize that "they can be happy if they can give others happiness" in the article "Rose is a Deer", but it can be done through hard work. In teaching, I caught some seemingly ordinary but interesting words, such as: "You planted this rose for nothing and didn't look at any flowers. It seems that your roses are not white. " Students from doubt to doubt, from doubt to solution, with the deepening of thinking and feeling, emotional experience is constantly generated.
Second, pay attention to emotional experience.
The new curriculum standard points out: "Reading is students' personalized behavior. Let students deepen their understanding and experience in active thinking and emotional activities, and feel and think. "Chinese classroom teaching is a process of emotional flow between teachers and students. Only when there is true love can there be spiritual intersection; Only with emotional experience can we have a dialogue with the text. Therefore, in class, I use my passion to guide students, and use all their reason, experience and emotion to feel, understand and appreciate the connotation of the text. The lesson "Rose of the Deer" introduces empathy into the classroom in many places and pays attention to experience. The student is a deer for a while and then says, "If you are a deer, but you don't see the rose, what will your mood be?" "In my experience, I think the deer is so eager to see the roses, and I feel the regret and sadness when he can't see the flowers. Then the oriole and the breeze said, "oriole, why do you want to sing when you see roses?" And "Breeze, what do you think when people praise you?" "In the experience, I felt the happiness brought by deer and rose to others. With the deepening of the experience, students can naturally feel the happiness that the deer can't see the roses but still feel from the heart. The process of continuous role experience is the externalization of all the vitality of students and the reorganization and construction of the thoughts and feelings contained in the text.
Third, activate creative thinking.
Einstein said, "Imagination is more important than knowledge itself." Let students learn to learn, largely depends on the improvement of thinking quality. Therefore, we should seize the opportunity in teaching, encourage students to imagine and create, and protect children's imagination. For example, after reading what oriole and Qingfeng said, I will first provide students with a platform to help them imagine: Who else has seen roses? Butterfly girl is coming, she said. A lovely little girl came running, and she said ──, and then let the students imagine freely and speak freely. Students have the basis of reading and the openness of thinking, and there are characters such as white rabbits and bees floating in their minds. A question spread the wings of children's imagination.
"Open a flower for others", the deer's behavior brought happiness to everyone. I think, as a Chinese teacher, we should always think about what students like and always bring them happiness.