Reflections on the teaching of Chinese "three bags of wheat" 1 First, discuss and understand the text.
Teacher: Students, we have learned the different ways that pigs, calves and monkeys handle a bag of wheat through last class. Who do you admire? Tell me your reasons. (Group discussion of four students)
……
Health: I really appreciate what the little monkey did. The little monkey planted all the wheat in the field, although he couldn't eat it at once. But a year later, it can eat a pile of wheat, and it is the smartest and most capable.
Teacher: (happily): That's good.
Health: What I admire is not a monkey, but a pig. It likes it very much. It grinds a bag of wheat into flour and makes its favorite white-flour steamed bread and pancakes. I think eating what I like best is the happiest thing.
Teacher (nodding approvingly): Not bad. You have an analytical mind.
Health: I appreciate the calf's practice. It ate up its miscellaneous grains and saved the good things for the last time to enjoy slowly. It will plan and know how to be frugal.
……
Teacher: Just now, the students expressed their views on the practices of pigs, calves and monkeys. Every student's views are very reasonable. However, most students still think that little monkeys are the best. Indeed, many places in the book also suggest that little monkeys are the best. Please read it carefully and look for it to see who can find more and better.
Students are free to read aloud and circle the answers in the book.
……
Health: From the results, the little monkey did the best. It has harvested more wheat, and this is a warehouse full of wheat.
Health: judging from the practice itself, pigs want to eat. The calf is frugal, but very tired. Worried that the wheat will go bad, it is often necessary to move the wheat in and out of the ventilation and sunshine, and the little monkey plants all the wheat in the field, which is convenient and effective.
Teacher (happily): You are good at thinking, and your views are unusual.
Health: You can see it from Grandpa Land's attitude. Grandpa Land always "laughs" at the pig and "praises" the calf, but "says excitedly" the monkey. Obviously, "praise" is just praise, which is expected, while "excitement" is unexpected.
Teacher (beaming): You read this book carefully and are very good at analysis, which the teacher hardly noticed.
Health: There are "excellent wheat varieties" in the book, which means that the little monkey practices well.
Teacher (nodding, smiling): You really know how to read and look carefully.
……
Second, match and read the text well
Teacher: The students are really amazing. They have read the text by themselves. How will you read this text well? Please find out the dialogue that interests you most and try to read it. Not only do you need to read your feelings, but you also need to talk about why you read like this.
(Students read aloud freely)
……
Student: The pig looked at the wheat in Huang Cancan and shouted happily, "Great! I love white steamed bread and pancakes! "
I read this passage in a happy tone, because pigs can't wait to grind wheat into flour and make food. It wants to eat very much.
I read raw (the above paragraph) in a happy tone, but when I read it, I still have to show my heartfelt greed.
……
Third, perform and read the text.
Teacher: The students read very well. Students, what a good story. Do you want to act it out?
Students, if you want to perform, you should imagine and create many narratives in the text in the next year. On the basis of not changing the original meaning, you should add appropriate action performances and lines. Let's try reading in groups. Other students in the group can become small directors and give them advice on how to perform best.
(Students rehearse in groups)
Choose a group of students to put on headdresses and perform.
Self-examination/introspection
The Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft) proposes to actively create independent, cooperative and inquiry learning methods. This new way of learning requires that our Chinese class should pay attention to the individual differences of students according to their physical and mental development and the characteristics of Chinese learning, so that students can learn lively in a democratic, extensive and harmonious teaching atmosphere.
The above case is undoubtedly a successful lesson, from which we can see that students are smart and have great creative potential. After sighing, they were quite touched.
First, correct the position of teachers and students and establish a student-oriented concept.
In the student-centered classroom teaching, the teacher is the "absolute authority" above the students, and the teacher is "centralized" and "full of irrigation" in the classroom. Facing the serious atmosphere in the classroom and the dignified expressions of the teachers. Most students dare not lift their eyes or open their mouths. I dare not ask questions, but I don't want to say opinions. This dull atmosphere not only affects the development of students' thinking, but also affects the cultivation of students' sound personality.
In the case, the reason why students' thoughts are so active is that teachers pay attention to developing teaching democracy and creating a good teaching psychological environment. In a class, the relationship between teachers and students is always harmonious, democratic and equal. Teachers and students respect each other, trust each other and cooperate with each other, forming an atmosphere of experience and inquiry in interaction. Teachers respect students' differences and make the teaching content and teaching methods subjective, so the teaching content is extensive and free.
Moreover, teachers pay more attention to respecting students and their personalities. In the whole teaching process, the teacher always wears a kind smile, gentle tone and kind eyes, which makes students feel "safe" and "free". In a class, teachers often use inspiring language, clear gestures, timely nodding, even praise, random admiration and so on. Let students build up their confidence in learning, and express their opinions and describe their doubts with a calm and stable attitude.
Under this effect, students' subjective spirit is fully exerted and their subjective personality is enriched and improved. With teachers' full respect, trust and understanding, their enthusiasm, initiative and creativity have been stimulated. In the long run, students' self-esteem, self-confidence and self-reliance will be continuously established, and their unlimited development potential will be continuously discovered.
Second, create situations and give full play to students' awareness of "learning from time to time"
Traditional Chinese classroom teaching often pays attention to many conclusions that can be transformed into exams, but ignores the teaching process, thus making the vivid process of forming conclusions become monotonous and rigid recitation. This kind of teaching excludes students' self-experience, stifles students' individuality, vulgarizes Chinese teaching to the point where they can get high marks only by attending lectures and reciting articles, and fundamentally stifles "humanity", thus alienating students into "examination tools".
In the case, teachers can combine the characteristics of students, carefully design teaching scenarios according to the needs of teaching materials, maintain students' interest in learning with colorful contents and methods, promote students' interest in learning, promote their imagination and creativity, and develop their personality. In the whole class, teachers consciously create certain situations, give full play to students' awareness of "being willing to learn" and "being willing to practice", and guide students to experience themselves through reading, discussion and performance, so as to experience the content of the text and understand the thoughts and emotions of the characters.
Practice has proved that only by giving students the initiative in learning and making the Chinese classroom realize real freedom of thought, speech and action can the Chinese classroom truly become a paradise for teachers and students to study and discuss together.
Reflections on the teaching of Chinese "Three Guarantees of Wheat" 2 This is a story full of childlike interest, which is very suitable for third-grade students to read and perform. The pigs, calves and monkeys in the story are vivid and full of personality. Different roles deal with wheat in a way that is also in line with the characteristics of the roles, which is convenient for students to understand. The content of this text is relatively simple, so I leave most of the time for students to practice reading aloud. Ask students to practice by reading individually and in groups.
Reading alone is mainly a process of demonstration and guidance. When students read alone, let other students listen to what is good, what needs to be improved, which words need to be read well, and where to pause in the sentence. The dialogue content of the characters is the key part of the exercise, and the personality of the characters can also be seen from their language. I can instruct students to read with expressions and actions. There are difficult words in the sentence, so let the students understand them before reading. For example, when talking about pigs, there is an "impatience". I ask students to talk about how eager pigs are to eat when they see wheat, so that students can understand the meaning of "can't wait". I also ask students to make sentences impatiently. On the basis of understanding and personal experience, the sentences spoken by students are basically correct. After the performance, ask the students to evaluate who they think did the best. At first, the students unanimously said little monkey. Later, I led them to say that there was nothing wrong with the three small animals. As long as you can tell the reason, anyone can be the best. So, the next question: "What would you do if you were asked to handle this bag of wheat?" In this question, students can express their opinions, and they are no longer limited to an answer to growing wheat.
Reflections on the teaching of Chinese "three bags of wheat" 3 Three bags of wheat is a fairy tale, which tells the story that grandpa gave a bag of wheat to a pig, a calf and a monkey, and the pig ground the wheat into flour and made various foods. The calf kept the wheat well and enjoyed it slowly, while the little monkey planted it in the field. A year later, he harvested a whole pile of wheat. Therefore, each small animal has different treatment methods and different results. When teaching this article, I have the following thoughts:
1, guide students to intensive reading, let students understand the text through key words and expressions, and experience the characters. Guide students to imagine themselves as characters in the text and read the article with great interest. If a student is reading a pig, he will shout happily, "Great! I like to eat white steamed bread and pancakes best! " When I said this sentence, I said, think about your usual happy appearance, read this sentence, read the happy appearance of pigs! The students are very keen on reading. In teaching, I use various reading forms to train students to read silently, so as to improve their reading interest and reading ability.
2. In class, guide students to compare the treatment methods of three kinds of small animals. Think and speak for the camera: What would you do if you were faced with such a gift? On the basis of fully respecting students' differences, diversity and uniqueness, I correctly guide students to affirm Grandpa Land's multiple evaluations and analyze their own answers. In class, the students did not simply imitate the little monkey, nor did they blindly reject the pig. The answers are varied: "I will eat half and plant half"; "I will cook all kinds of food for many people"; I will give the wheat to the poor. Through this kind of discussion, we can guide students' multiple identities, consciously adjust their understanding and expand their thinking.
3. After class, tasting the students' unique answers inspired me: three small animals, pig, calf and monkey, represent students at three different levels, and they have different attitudes towards study and life. Usually, I will criticize students for being lazy and not making progress because "the pigs have eaten all the food"; Because "the calf keeps the wheat, and finally there is half a bag left", it teaches students to use their brains in everything, not to be dead-headed; Because "the little monkey has planted all the wheat in the field, if he can't eat good things for a year, he will suffer for a year", he told his students to seek truth from facts and find a more scientific and reasonable way to do things. When I studied the text "Three Bags of Wheat" with my students, I found that students should not complain, but appreciate it. Appreciation should be our attitude towards children, our way of thinking and our belief.
Reflections on the Teaching of Chinese "Three Bags of Wheat" 4 This lesson was prepared in the school's research class, and it was taught in class. Later, Mr. Li was asked to modify and improve after listening. Three Bags of Wheat is a fairy tale, which is interesting to read and children like it very much. Therefore, in teaching, I try my best to make children feel fun in every link. I prepared maps of three small animals, and the children's enthusiasm was mobilized at once. When dealing with some keywords, such as "high quality wheat seeds", I will use contrast pictures. At first glance, children know that high-quality wheat seeds are wheat with bright colors and full grains. When talking about pigs licking their lips, let the children perform and everyone laughed. It is really cute.
Only in teaching, I instruct children to read more carefully. Maybe I told them more and read less, especially the last link. It is best for children to read the text together after fully perceiving the text and understanding the personality characteristics of the three small animals, so that all students can participate and fully experience the emotions in the text. And I chose different roles to read aloud, and the effect is not very good, because after all, there are few places for different roles to read aloud.
After listening to the expert's teaching, I have a better understanding of my own problems and the direction I should work hard for. I have gained a lot in this research class. I am very grateful to the teachers in our group for helping me, giving me this opportunity and giving me advice.
Reflections on the teaching of Chinese "three bags of wheat" 5. Teaching objectives:
1. Let students know the beautiful characteristics of pigs, calves and monkeys through learning.
2. Be able to read the text correctly, fluently and emotionally.
3. Understand the meaning of some keywords in a specific language environment.
4. In reading teaching, we should respect students' experience and feelings, guide students to express their views and learn the correct thinking methods, so as to obtain the correct value orientation and cultivate creative thinking ability.
Second, the teaching focus:
Understand the beautiful characters of three small animals and read the text with emotion.
Third, the teaching difficulties:
In the process of reading, we should guide students to express their opinions and learn the correct thinking methods, so as to obtain the correct value orientation and cultivate creative thinking ability.
Fourth, the design concept:
By reading the text, this class can cultivate students' practical ability to use Chinese and improve their Chinese literacy. Encourage students to take the initiative to participate and be willing to explore, and cultivate students' ability to analyze and solve problems and communication and cooperation. Strive to create an equal and harmonious learning atmosphere and respect students' unique emotional experience and unique understanding. Pay attention to the combination of learning and using in and out of class, and improve students' enthusiasm for learning and using Chinese.
Verb (abbreviation of verb) teaching process;
(1) Review the import.
1, children, whose gift do you want most during the festival? When westerners celebrate Christmas, it is Santa Claus who gives presents to everyone, while in China, it is Grandpa Land who gives presents to everyone. Last class, we learned the fairy tale Three Bags of Wheat. Do you remember the main content of this story?
During the Spring Festival, Grandpa Land gave (who) a (what) holiday gift. A year later, three completely different results appeared.
2. What are the three different results? Today we will continue to appreciate this story. Grandpa Land said that whoever performs best today will get a gift. Do you want a gift from Grandpa Land? Then let's study the text carefully and see who can get the gift.
Design intention: review and consolidate old knowledge, stimulate interest introduction, and stimulate students' desire to learn new knowledge. )
② Tell the text well.
1, please open the book and read the full text. Requirements: read aloud, accurately and coherently.
2. Read the text quickly and silently. Online courseware shows the teaching requirements, and students can teach themselves:
Read and think about the following three questions. Find out the sentences that describe pigs, and use "_", "﹏" and "…".
(1). How do the three small animals feel after receiving Grandpa Land's wheat? What do you think is the difference?
How do they handle a bag of wheat? What was the result?
(3) What is Grandpa Land's attitude towards the three small animals?
3. Exchange sentences describing pigs.
(1), who will read the sentences you found describing pigs and say their names?
(2) What does the pig think when he looks at the wheat in Huang Cancan? How do you feel (eating)? Can you find out which word in the text best reflects the pig's mood at that time? (Can't wait)
(3) What do you mean by "can't wait"? When have you ever been impatient?
(4) Can you find a word instead of "can't wait"?
(5) Please say "can't wait".
What did he do with this bag of wheat? What was the result? Made into all kinds of food, it was quickly eaten up. )
(7) What's Grandpa Land's attitude towards pigs? (Laughter) (Watch the courseware video)
(8) What kind of pig do you think this is? Where did you read it? Do you like such a pig?
(9) Reveal the characteristics of piglets. It turns out that teachers hate pigs because they are fat and lazy. Now, after listening to this story, I can't help but sit up and take notice of the pig and start to like it, because it is simple and lovely, and it is also a gourmet who can grind wheat into flour and make all kinds of food.
Guide reading: read the sentences describing pigs in a favorite tone and read the simple and lovely appearance of pigs.
Let's see if everyone is intoxicated with all kinds of delicious food and can't wait to taste the skills of pigs.
Summary: Just now, we met a simple and honest pig by reading sentences and looking for keywords. Finally, we experienced the simple and lovely character of pigs again through reading.
Transition: Now, please teach yourself to describe the passage of calf and monkey in the same way. Problems that you don't understand can be discussed and solved in the group.
(Design intention: Take the piglet as the teaching breakthrough point, teach students the learning method, and let students transfer the method of learning piglet paragraphs to learning calf and monkey paragraphs. )
4. Teach yourself the description of calves and monkeys. (Students click on the courseware to teach themselves)
Report:
(1). What does the calf do with wheat? And the result?
(2) What advantages do you find from the calf? (hard-working, frugal, purposeful)
(3) What will the little monkey do when it sees that it is a "superior wheat seed"? (Planting site)
(4) What advantages did you find in your childhood? (It seems that the little monkey is not only clever, but also original. )
(5) What does Grandpa Rand think of calves and monkeys?
Summary: Although the three small animals have different ideas and ways to treat wheat, their mood is the same, that is, they are all very happy.
Guide reading: Now we are calves and monkeys in the text. Read how happy we were then!
(Design Intention: The design of this link embodies the three dimensions of curriculum reform, allowing students to put the methods they have learned into practice, reflecting that teaching is for not teaching, allowing students to learn to explore, learn to cooperate, and realize the truth of being a man in learning. )
5. Who does Grandpa Land think is the best? Where did you see it? (Excited) How do you understand "excited"? Please read this sentence in an excited tone.
6. Which of the pig, calf and monkey do you most approve of? Why?
Design intention: guide students to express their opinions, face different experiences and feelings directly, and encourage students to explore deeply in order to obtain the correct value orientation. )
3 summary.
1, let the students dictate the story. (The courseware shows the full-text animation)
2. What did you learn after learning this fairy tale?
(Design intention: let students return to the whole, talk about their own gains and feelings, and infiltrate ideological education. )
(4) expand and extend.
1. Before class, the teacher said that whoever performed well in the class would be given a gift by Grandpa Land. Now Grandpa Land really got back some wheat from the little monkey and gave it to our classmates. You must be smarter after learning this story. What will you do with the wheat in your pocket?
2. Continue to write Three Guarantees of Wheat after class.
Design intention: to cultivate students' self-experience ability, autonomous learning ability and innovative quality. Let the students' mentality be opened, their personality be publicized and their creativity be liberated. )
Attached book design:
Three bags of wheat
Piglets, calves and monkeys
Eat up slowly and plant all over the ground.
Simple, honest, lovely, thrifty, smart and capable.
(Design intention: To help students understand the story, the beautiful characters of the three small animals can be seen at a glance. )
Reflections on the teaching of Chinese three bags of wheat 6. "Three Bags of Wheat" is a fairy tale in the first volume of the third grade of Jiangsu Education Publishing House. It tells the story that Grandpa Land gave a bag of wheat to a pig, a calf and a little monkey. Pigs grind wheat into flour and make all kinds of food to eat. The calf kept the wheat well and enjoyed it slowly, while the little monkey planted all the wheat in the field. A year later, he harvested a whole pile of wheat. The plot of the text is interesting, the language is easy to understand and the characters are distinctive.
For the third grade children, they have just entered the middle grade from the lower grade. How to grasp the teaching characteristics of this year and help children make a smooth transition is a problem that I keep thinking about when I draw this text to prepare lessons. Therefore, my teaching orientation has two supports: one is the cognitive characteristics of students; The second is the linguistic features of the text. In the whole classroom teaching, I try to highlight a word "fun"-rich interest in fairy tale language, interest in creating teaching situations and interest in students' participation in learning.
Looking back on the class just now, I am very happy and excited. During the 40 minutes the children spent with me, I could feel that their hearts were always happy and their learning status was positive. This is exactly what I want to bring to the children. This fairy tale should be left to the students. As the first lesson in teaching, and then from the perspective of "fun" to test my class today, there are still some places worth sharing with you:
The first is reading. Although the content of the story is simple, there are many long sentences and many embarrassing places in the text. Reading good books is not that simple. In the text, nine natural paragraphs and the stories of three small animals are told alternately in two years. What should I do? In my opinion, reading, only by guiding students to read repeatedly, understand the language of the text, read vivid characters, and read vividly, tastefully and with feelings, can deepen their understanding and perception of the text for entering the second classroom, and build bridges and pave the way for creatively performing stories.
1, read the text for the first time, grasp the whole and implement the word "real".
Read the text for the first time, read the correct pronunciation and understand the sentences. Read at the same table, help each other learn and understand the main content of the text.
2. Read the text, feel the emotion and highlight the word "fun".
In this part of teaching, Lang Lang's reading aloud reflects students' deep interest in learning and down-to-earth learning process.
(1), reading words is full of interest.
(2) Read the text. Middle school teaching should strengthen reading aloud and practice silent reading; Learn to understand words, sentences and paragraphs in various ways and experience the expression effect of words and phrases.
Reflections on the Teaching of Chinese "Three Bags of Wheat" 7 "Three Bags of Wheat" is a very interesting fairy tale, which tells the story that Grandpa Land sent a holiday gift to pigs, calves and monkeys. After eating a bag of wheat, pigs, calves and monkeys treat the bag of wheat in different ways. A year later, Grandpa Land revisited his hometown and made three different comments on the different actions of pigs, calves and monkeys.
What did you do with these three bags of wheat? Read the text and draw the corresponding sentences. Later, what kind of pigs, calves and monkeys did you feel from it? At this time, I asked the children: If you were an animal, what would you do with such a gift? On the basis of fully respecting students' differences, diversity and uniqueness, I correctly guide students to affirm Grandpa Land's multiple evaluations and analyze their own answers. In class, the students did not simply imitate the little monkey, nor did they blindly reject the pig. The answers are varied: "I will eat half and plant half"; "I will cook all kinds of food for many people"; I will give the wheat to the poor. Through this kind of discussion, we can guide students' multiple identities, consciously adjust their understanding and expand their thinking. The last link is that Grandpa Land came to the home of small animals in the second year, saw their different treatment methods and gave them different attitudes.
The most active time is when the children are performing. Junior students have a strong desire to perform. Therefore, I try my best to develop teaching materials, design performance content and let students participate in the performance. Through various means, such as demonstration performance, standing up and performing at the same table, performing on stage, etc. Students' emotions are integrated with the perceived objects, and their emotions are sublimated. Students learn and develop themselves in the performance, and the classroom atmosphere is particularly active. It truly embodies the teaching concept of "taking students as the main body and teachers as the leading factor".
Reflections on the teaching of Chinese three bags of wheat 8. "Three Bags of Wheat" is a fairy tale in the first volume of the third grade of Jiangsu Education Publishing House. It tells the story that Grandpa Land gave a bag of wheat to a pig, a calf and a little monkey. Pigs grind wheat into flour and make all kinds of food to eat. The calf kept the wheat well and enjoyed it slowly, while the little monkey planted all the wheat in the field. A year later, he harvested a whole pile of wheat. The story of the text is very strong, the language is easy to understand and the characters are distinctive. However, it is difficult for students to understand the truth contained in it and the distinctive personality of the small animals described.
First, read in a down-to-earth manner.
Although the content of this text is simple, there are many long sentences in it, so it is easy to read. The nine natural paragraphs of the text and the stories of three small animals are told alternately in two years. I think only by guiding students to read the text repeatedly, understand the language of the text and understand the vivid characters can we build a bridge and pave the way for entering the second classroom.
1, read the text first, read the pronunciation correctly, read the sentences, and read the important and difficult points several times. Read at the same table, help each other learn and understand the main content of the text. I check and implement new words that are difficult to read, identify and confuse in the text. When checking students' vocabulary recognition, I specially arranged three levels, one is to identify new words in reading class, the other is to distinguish two similar words that are difficult to identify, and the third is to read three easily confused polyphonic words in the text. Among them, excitement and grinding into flour are two words that most of us mispronounce.
Step 2 read the text
Reading pig is to create situations to guide imagination and let students feel and experience in reading; Reading this passage of the calf seems a bit heavy, but it is the real situation of students' reading. This sentence is not long, so I arranged various reading forms here, such as named reading, model essay reading and competition reading, to guide students to read in a down-to-earth way, and at the same time I also infiltrated some reading skills, such as learning to separate short sentences from long sentences, such as imagining while reading.
Secondly, language training.
Chinese class should have clear teaching objectives, classroom objectives and link objectives, but also present a solid teaching process, so that students can gain something in class. Students read word strings, texts and retell stories, and internalize the language of the texts into their own languages.
Third, cultivate the ability of subdivision.
This article is very story-telling. Infiltrating students with stories with strong stories can be divided into different levels according to the beginning, process and result of story development. In the first class, the children divided the full text into three levels according to the teacher's prompt, and sorted out the main idea of the text.