The article consists of six parts, and students are required to add a subtitle to each part. Read the text silently and talk about what the text mainly says about rain. What do you feel most? And tell this story to others.
When studying this text, I pay close attention to two key points: First, let students use the method of reading the text quickly and practice adding subtitles to each part. In order to highlight the key points, the more successful places in the design teaching process are:
Let the students recite your favorite parts to each other in groups by reading in a competition. After listening, evaluate each other in the group, choose the best experts, and then say why you like watching this part. This can not only arouse students' reading enthusiasm, but also enable them to master the main content in repeated reading, so as to understand the method of adding subtitles. In the process of students' group learning together, teachers should actively participate in and deeply understand the students' learning situation, so that students can get timely guidance and encouragement when they encounter doubts, and their interest in learning will always remain high.
Another teaching emphasis is to grasp the guidance of writing methods. In the article Xiao Jieyu, the author repeatedly used one of the most prominent writing methods. In teaching, I briefly introduced this writing feature to guide students' reading and writing.
In order to emphasize a certain meaning and highlight a certain emotion, the author often uses certain words or sentences repeatedly, which is called repetition. There are many repetitions in "Rain of Xiaojie", which have the following functions.
(A) highlighting the image of people
Exodus: The officer with a broken nose jumped up in anger and shouted: Shoot! Shoot! Pull it out! Pull it out! ? The repetition of the sentence vividly describes the frustration of Japanese officers when they are helpless and shows the vicious character of the enemy. Repeated clever use has become the finishing touch of shaping the negative characters, leaving a deep impression on readers.
(B) enhance the lyrical effect
Exodus: Everyone cried with joy. The rain is not dead! The rain is not dead. ? This is a repetition of the sentence, expressing everyone's great joy and excitement after seeing the rain come alive. Time and time again, people's surprise mood and the heart of pain and love are vividly portrayed on the paper.
(C) deepen the central idea
Example:? We come from China, and we love our motherland. ? These are two sentences in Yu Lai's literacy textbook. The author's careful selection and arrangement in the reading of teachers and students will deeply touch the readers' heartstrings. Repeated use also hints at the source of strength for the little hero's extra wit and courage? Love your country? So it has played a role in deepening the central idea.
I hope students can recognize this in their future reading and use this method in their writing.
Reflection on Xiao Jieyu's teaching: This article is long, easy to understand and strong in story. Understanding the heroic image of rain is the focus of this course. When teaching, I will? Hero? This word runs through the whole class and puts forward two questions around heroes: First, where did you experience the heroism of rain? Second, why did he have such heroism at an early age? In this way, the teaching content is relatively concentrated and the teaching ideas are clear.
When discussing the first question, I guide students to grasp some key sentences and let them think and talk. Like what? Raindrops ignored him and ran towards the backyard with their feet like stepping on the wind? In short, let the students imagine what the rain is thinking at this time. After imagining, discuss why he did it. In the part of the struggle against Japanese devils, students are guided to find sentences that have been persecuted by the enemy for four times in the future, so that students can go deep into the text to understand their little hero and experience his wit, courage and patriotism with illustrations in the text. Students also enjoy it.
The discussion of the second question revolves around? We come from China, and we love our motherland? This sentence, I realized Yu's patriotic feelings, which is the source of his strength in fighting against the enemy. Secondly, grasp the sentences describing the scenery in the article and remind students to realize from the description of the scenery: how can this flower-like hometown be trampled by the enemy? This is also the reason why the rain came to strengthen the belief.
Let students widely collect other heroic stories outside the text, and further let students realize that Yulai is a hero, not just a person. Let heroic stories inspire children to make progress.
Good results have been achieved.
This text highlights the characters and is worth imitating by students. Mr. Zhou Libo once commented that this article is written with bones and flesh and is a rare masterpiece. In order to make students understand this writing method better, I quoted this sentence from Mr. Zhou Libo in class. However, while analyzing and understanding the text, this writing feature is not penetrating enough and feels no natural effect. How to penetrate writing teaching naturally and effectively while analyzing and understanding the text content will be a direction worth exploring in my future teaching.
Reflection on the teaching of Xiao Jie Yu: This skimming text is taken from a novella of the same name by writer Hua Guan. When it is selected, it has been changed. It tells the story of a young boy, Yu, who is smart, brave and has strong swimming skills in the Shanxi-Chahar-Hebei border area. In order to cover the revolutionary cadres, he fought the enemy tactfully. This article is relatively long, so students should be trained to read the text and understand the content at a faster speed. Grasp the key parts of the reading guide. Teachers should guide students to actively interact with the text. Dialogue? In order to expand students' life vision, enhance students' life realm, enrich students' spiritual background and confirm the value-oriented reading guidance goal. Leading primary school students to communicate with the text, with emotional understanding and convection, aesthetic inspiration and generation.
This text is easy to understand and has a strong story. When teaching, students should be free to follow the text? A conjunction? Read the text by yourself. Then encourage students to try to add a subtitle to each part by learning Song of the Nightingale. Because of the experience of last class, it is better to sum up what you have written first, and then extract the most concise language to make subtitles.
Next, I'll start with the topic: Are there any keywords in the topic? Hero? Where do you think Yu Lai is the little hero in the article? Read the text silently quickly and draw the relevant sentences. In the process of communication, most students can find relevant sentences. After the students told their own experiences, I guided them to find that most of these sentences expressing heroes in the rain were about the story of Uncle Gai Li in the third story and the story of playing the devil in the fourth story. Since you can appreciate Yu Lai's heroic image from these two stories, why did you choose other stories in the text? Read the text silently quickly and think about this problem. At first, the students were confused. After a while, they raised their hands with small hands. After a while, the students raised their hands in succession. Some said:? Teacher, I know why I swim so well by writing about rain. If Yulai's swimming ability is not high, it is difficult for him to escape, which also shows that Yulai is smart and witty. ? Some said:? Teacher, I know why I want to write rain to go to night school. Because it is the study at night school that makes Yu Lai know that as a China person, he should love his motherland. It is because the rain came to love his motherland that he bravely covered Uncle Li and fought against the enemy, preferring death to surrender. ? Others said:? I know why I wrote the last two stories. Hearing the gunshots, the whole village thought the rain was going to die, and they all felt sorry for it. Rain's little hero image is more profound, so the fifth content is arranged. The witty escape of the rain is beyond everyone's expectation, and it also reflects the wit and courage of the rain. How well you speak! In fact, the author arranges every material with a purpose. The teacher admires you for your discerning eyes. ?
In addition, I have mastered several scenery descriptions in the article. First of all, I guide students to appreciate the beauty of landscape description, practice writing, and use rhetorical devices such as personification and metaphor appropriately. Zheng Zan wrote:? In the early morning, in a small pond whose face was dyed red by the morning glow, the fish swam slowly in the water. Beautiful lotus flowers swing graceful posture from time to time, as if comparable to the morning glow. Ah, what a beautiful morning! ? Zi Kang wrote:? When the lotus is in full bloom, it spreads its delicate petals, which is very dazzling! From a distance, it looks like a sleeping beauty lying on a quiet lotus leaf. When the wind blows, the lotus dances gracefully in the pond! ? Chen Wei wrote:? The sun has set, and there is a fiery red cloud in the sky, like a flame. Flaming clouds are reflected on the river in my hometown, like many happy little red fish swimming. Dandelions by the river are dyed red by fiery clouds, blown by the wind and dancing in the air. ? The second is to guide students to understand the role of scenery description: who doesn't love such a beautiful hometown? Who will let others trample on it at will? It is precisely because of this that we fought tenaciously with the enemy when the rain came.