But it is undeniable that Ye Shengtao's fairy tales, both the early scarecrow and the mature ancient hero stone statues, have obvious harm. First of all, in the plot, the design is too bizarre, which has almost become a common problem in China's fairy tales, and stories are often supported by abandoned plots.
Secondly, too close to reality, every time I look at the scarecrow, it reminds me of the local novels of the 1920s, which will greatly hinder students' understanding.
Thirdly, language, although fairy tales are not mature in Ye's old hands, modern Chinese is indeed formed in the hands of May 4th scholars represented by Ye Shengtao, such as Bing Xin and Zhu Ziqing. But the scarecrow wrote it earlier. Although modern Chinese has passed the primary stage, it is still in the primary stage. Childhood? There is a great difference between the Chinese used during the period and now, which is also an obstacle in teaching.
In view of the above three problems, I put forward my observations in the teaching process:
Regarding the first question, I found that it had little impact. The students don't consider it at all, and I'm a little worried.
On the second question, some students reported that the content was boring and gloomy, and it was not a fairy tale in their imagination. In response to this reflection, I made some adjustments: after class, I arranged for interested students to draw a picture of a scarecrow according to their own ideas, added pictures of rice fields in water towns when making courseware, and chose the cute image of a scarecrow to stimulate students' interest. In addition, the story of that strange era was introduced to the countryside and the simple local world, which added some true spirit to the article.
The third problem is very obvious. Many students complain that reading is difficult and not smooth. This question is more difficult. While explaining to the students, let the students retell the article in their own words. Try to overcome it and exercise students' organizational and oral expression skills.
Chapter Two: Reflection on Scarecrow Teaching As the saying goes, a good beginning is half the battle. ? A good beginning can get students into the role as soon as possible? Play? So I took the Scarecrow Lele as the starting material of a class, which was natural, novel, vivid and ingenious, and quickly attracted the students' attention to the theme of this class, so as to achieve? We can feel her feelings, even before she plays? Does the teaching effect make the back? Good show? This is logical.
In this class, I fully mobilized the students' interest and enthusiasm, and at the same time fully reflected the students' learning style of autonomy, cooperation and inquiry in the activities. In this class, I acted as a director and created a relaxed atmosphere. In this class, the students are very active, so the students are very active but not disorderly.
As the saying goes:? Basket weaving, focusing on ending, tracing dragons and painting styles, is the finishing touch. ? The end of class is a big stage for teachers to display their talents and stimulate students' enthusiasm for learning. After class, I tried a new ending mode: the performance form of the textbook drama, which was refreshing and let the students play the scarecrow, the ear of rice, the cotton peach and the sparrow. In the process of performance, allowing students to play freely according to the story is conducive to students' real feelings, and students' improvisation is very enjoyable. Words are full of meaning, and the rest is silence? . ? There is no definite ending, but the beauty lies in clever use? I believe that as long as you are diligent in thinking, skillful in conception, dare to innovate, expand your imagination and let go of your passion, you will be able to perform? Brilliant and radiant? At the end of the wonderful class.
The teacher only has? Good teaching? , student union? Learn music? , teacher-student ability? * * * grew up together? , is my goal in this class, so that every student can participate in local art activities happily and confidently, fully understand the natural beauty and humanistic beauty of his hometown, and actively participate in the development and inheritance of local art resources.
Chapter 3: Reflections on the Scarecrow Teaching. The first class ended yesterday. In teaching, I adopted the teaching method of teacher guidance and student group cooperation. The effect is not bad.
When studying the first part of the text, under my guidance, the students know that the author first wrote the structure of the scarecrow. The author wrote it from the skeleton, skin, hat and face of the scarecrow. I also know that the author went on to write about the conscientious and loyal scarecrow.
When studying the second part, I adopted the method of group cooperation and let the students learn by themselves. Students speak actively in the group. Ask questions with understanding. Then the teacher checks. Several groups have raised valuable questions, such as 1. With the change of the scarecrow's fan-shaking action, can you understand what kind of mood the scarecrow is? 2. Can you draw the corresponding sentences from the text? Wait a minute. Ask your own questions and solve them in groups. In this way, the students study hard and the teaching effect is obvious.
I feel that this class is still very successful. I didn't say much, but finished the teaching task through students' own reading and group cooperation.