Reflection on Swallow Religion 1 Swallow is the work of Zheng Zhenduo, a famous writer in China. This paper describes the shape of the swallow and its flying from the south, flying in the sky and the lake in bright spring and resting on the wire, praising the swallow for bringing vitality to spring. This article is not only good in writing, but more importantly, it writes the swallow as a "god".
This lesson is to let students experience the loveliness of swallows and the beauty of spring on the basis of intensive reading. In teaching, we should grasp key sentences, carefully taste and feel emotions. The key lies in the word "thing", which can guide students to understand and teach them how to describe things on the basis of reading. I take the following methods:
1. Create scenarios to stimulate students' interest in reading. In class, I first play the song "Little Swallow" for students to enjoy, and sing it with other people who can sing, so that students can draw out their love for the little swallow in beautiful songs. Then guide the students to talk about feelings and tell the characteristics of swallows. Ask again: "What about The Swallow written by the famous writer Zheng Zhenduo?" Students' interest in learning was immediately aroused, and they studied the text very seriously. Creating interesting classroom scenes can stimulate students' desire to explore. Stimulated by vivid situations, students' learning mood is high and their desire to explore independently is strong, which not only creates conditions for the promotion of teaching activities, but also lays a solid foundation for the formation of learning methods.
2, contact life imagination, understand the text. In order to help students understand the word "market" and imagine the scene at that time, I ask students to think about how people in the supermarket on the street make you feel during the festival. In this way, the students said that people go to the supermarket to buy things, and there are many people. Then I told the students that people went to a place to buy and sell like this, which used to be called a market. Then I said to the students, "Please think about it. When spring comes, flowers and trees come to one place to show their elegance. What does the author compare their behavior here? " With the association of students, the word "market" is easy to understand, and some students also described their own imaginary scenes. Then there is the scene where the swallows get tired of flying and stop. I ask students to touch the staff in music class, and then combine observation and pictures to understand why the author thinks that Swallow Stop is a music staff.
3, combined with the writing characteristics of the text describing the shape of swallows, let students imitate, let students understand that writing the shape of animals only needs to grasp the characteristics and unique places, and does not need to cover everything. For example, writing about ducks: a lively and lovely duckling is made up of bright yellow fluff, a flat mouth and maple leaf-like feet.
Through this kind of teaching, students fully feel the author's delicate brushwork, accumulate words unconsciously, and learn some writing methods and skills of the author.
Reflection on Swallow Teaching 2 "Swallow" describes the shape of the swallow and its flying from the south in bright spring, flying in the sky and on the lake, resting on a steel wire. This article is fresh and lively in language and accurate and vivid in description. Swallows are lively and lovely in appearance, catching up with migratory birds in spring and being light and flexible. The lively and lovely appearance of swallows, the habit of migratory birds chasing after spring, the light and flexible flying posture and the quiet and elegant rest scene are all vividly displayed on the paper, revealing the author's love for spring and swallows between the lines.
Success: In the third paragraph of the text, the beautiful flying posture of the swallow is accurately and vividly written through several verbs such as "oblique, sweeping and touching". In teaching, guide students to master these verbs repeatedly and feel the graceful posture of swallows when they fly. After feeling, let the students read aloud with emotion to further deepen their understanding. The fourth paragraph of the text describes the beautiful picture of swallows leaning on spring scenery. This paper compares the scene of a swallow resting on a telephone pole to a staff, which is difficult for students to understand. This is how I inspire students to imagine: compare the illustrations, then close your eyes and imagine, from a distance, what did the swallow fall on the telephone pole become? How many lines? Then grasp "several signs" to understand. In order to help students understand, I use stick figure to break through the difficulties, which can deepen students' understanding and memory, obviously improve the efficiency of classroom teaching, and then show it to the staff, so that students can easily understand this metaphor. Grasp the key words, guide students to read aloud repeatedly, understand in reading, imagine, taste, appreciate and recite in reading, and promote the accumulation and internalization of students' language. Originally thought that students could easily enter the role, but students were not enthusiastic about speaking in class, and only a few articles were willing to express their opinions, which made the class look lifeless. It may be that at the beginning of school, students have not entered the learning atmosphere. Just like the experience of swallows flying, I guide students to tell their own experiences. Students can master "learning", "skimming" and "scanning" in an instant. And some of them can realize that swallows like spring, are happy and will change their flight patterns.
Disadvantages: In class, there are always several students who dominate the class, and most children don't participate. How to attract students to study actively is what I want to reflect on. Through the dazzling breath of spring, the love story expressed has not been realized.
Improvement measures: roll call more to make most students have the ability to participate.
Reflection on Swallow Teaching 3 Swallow is an essay by Zheng Zhenduo, with fresh and vivid language and accurate description. The lively and lovely appearance of swallows, migratory birds' habit of catching up with spring, light and flexible flying posture and quiet and elegant rest scenes are all vividly displayed on the paper, revealing the author's love for spring and swallows between the lines. Grade four students have basically mastered some well-known rhetorical devices, and also know how to read the beautiful language of prose. In addition, the illustrations in this text have beautiful artistic conception and are very helpful for students to read and understand the text.
Based on the above, I teach in this way: first, introduce a new lesson by speaking, guide students to recall their own scenes of watching swallows, talk about what swallows look like in memory, and teach the word "swallows" with the lens when writing on the blackboard. The first lesson is the basic reading of new words, sentences and texts, so that students can initially perceive the contents of the texts. According to the description of swallows in this paper, it can be divided into four parts: appearance, habit, flying and rest. In the second class, I will extract the second paragraph of the natural passage and talk about it first, so that students can say their favorite words and sentences, such as "the breeze blows", "the willows stretch" and "all gather together like a market", so as to perceive the splendor of spring, and these beautiful and splendid spring scenes are more interesting because of swallows. Then, it is logical to say "how swallows add interest to spring" and teach the first, third and fourth paragraphs as the central problem. I explained in detail the short first paragraph, "A lively and intelligent swallow with shiny black feathers, handsome and light wings and a scissors-like tail." Although the first paragraph is very short, its writing skills are excellent. The author describes the swallows from the whole to the part, and from front to back, grasping the most remarkable features of the swallows, thus depicting a lively and agile swallows. These writing skills can be applied by students after learning, so I will emphasize them here. Then, the swallow flew and rested. I asked the students to read and feel the beauty of prose. It is worth mentioning that the students noticed the sentence "Several thin wires are connected between telephone poles". Why use "mark"? In this regard, I organized a group discussion among the students. Through active speeches, the students agreed that it is better to use the word "mark" than the word "peel" and "root". Some students pointed out that the telephone poles are far away from us, and the wires look unclear or even fuzzy, and the word "mark" just writes this vague feeling. If it is changed to "strip", some students say that the word "mark" is like a landscape painting, and the painting naturally has beauty. If you change it to "undress", you will lose your beauty. The students have unique opinions, and I am sure of them one by one.
Through the two-hour teaching of Swallow, I realized that when teaching prose, we should return to the textbook language and let students read and taste it again and again, and they will naturally understand something from reading. In reading aloud, read out the beauty of spring and the liveliness and cleverness of swallows. I put too much in the teaching of the third and fourth paragraphs of the text. If I can guide the third paragraph, and then let the students learn how to read, so as to appreciate the fourth paragraph by themselves, the teaching should be smoother. As for the use of multimedia courseware, I think it is also necessary, which can enrich the image of teaching, avoid some boring analysis and combine pictures and texts, so that students can read the text well, understand the text and understand the text in a relaxed and happy atmosphere.
Reflection on Swallow Teaching 4 Since this semester, I have paid more attention to cultivating children's preview habits. Let children learn the correct preview from collecting materials, words and texts. Before learning the first lesson, I will instruct students how to use the preview book to complete the preview task. Last night, I assigned the preview task of Swallow. I checked the children's preview book this morning and found that some students understand it better, but some students still don't know how to operate it. I put forward a new requirement in combination with several good homework, hoping that after the first unit, the children can really fully preview before class.
I learned the lesson Swallow today, which is the first lesson to introduce students into spring. Children are more interested. Therefore, in the teaching process, I guide students to chew words and taste the functions they express. I mainly grasp the key words, guide students to read aloud repeatedly, understand in reading, experience the accurate expression of words in reading, imagine, taste, appreciate and recite in reading, and promote the accumulation and internalization of students' language.
The first paragraph is about the shape of a swallow. I instruct students to sketch "feathers", "wings" and "tails", show sentences without modifiers, and guide students to compare the similarities and differences between the two sentences, so that students can experience vivid sentence-making methods in reading and achieve the purpose of learning language and writing.
The second paragraph, grasping the seven kinds of scenery in spring, writes the beauty of spring. I ask students to find out, sketch and guide them to learn the author's method of describing spring sentence by sentence, so as to prepare for observing and describing spring.
Grasping key words and understanding the function of the author's expression are the requirements of curriculum standards for our middle school students. When learning to fly swallows, grasp the word "prey" and let students repeatedly experience the subtlety of language. If students close their eyes and imagine at this time, or contact their own life practice, the effect may be better.
Generally speaking, there are many viewpoints in the book. My original intention in teaching this lesson is to taste the text language, tap the points of reading and writing training, and let students learn the author's expression methods imperceptibly. The camera is arranged to write exercises for favorite animals, and I hope to see wonderful things tomorrow.
Reflections on Swallow Teaching 5. A bright black feather, a pair of handsome and light wings and a scissors-like tail make up a lively and smart swallow. What beautiful words and vivid descriptions. When I read Swallow to my students, I found that the students were not infected by my passion and the words in the book. Why? Swallows are often seen by students. The description in the article is so vivid and lovely, how can it not attract students' * * singing? Just when I was puzzled, I found that most of my classmates were looking out of the window. It turned out that there were some swallows chirping outside the window. I suddenly realized that it was time for students to go into nature and combine the language in the book with their own observation experience. Let students learn to see the scenery and make a fuss.
Swallows, dressed in gorgeous clothes, come here every spring, and their childhood songs are happily hummed by children. In the sun, on campus, students are looking for the footprints of swallows and savoring the similarities and differences between the descriptions between the lines and the scenery they see in their own eyes. Teacher, you see, swallows really have scissors-like tails. Look, teacher, the swallows are flying sideways in the sky, just as the book says. Looking at the children's little faces flushed with excitement, my mood suddenly became clear.
In class the next day, I was surprised to find that all the children could recite the text with great emotion. Watching them shake their heads and feel at ease, I deeply realized that classroom teaching is a process of verifying and enriching knowledge with life, and Chinese teaching is a poetic journey. A teacher should be a competent tour guide, and the people who really see the scenery are students. I remember a song that said: The scenery here is unique and the motherland is particularly enchanting. And what I want to say is; Let the students see the scenery with their own eyes and hearts. The scenery on both sides is good.
Life is infinitely wonderful!
Reflections on swallow teaching. The Chinese version of Swallow by Su Jiao Edition is a beautifully written composition. The text describes the beautiful shape of the swallow and its flying from the south in bright spring, flying in the sky and on the lake and resting on the telephone pole. In teaching, I use a variety of ways to guide students to actively discover and feel the beautiful shape, beautiful flying posture and wonderful artistic conception at rest, and cultivate students' perception and appreciation of beauty, which has achieved good results.
First, combine pictures with words to perceive the beauty of the swallow's shape.
In the first paragraph of the text, the author accurately and vividly describes the lively and lovely appearance characteristics of swallows in concise and lively language. In order to let students truly feel the beautiful shape of swallows, I ask students to read the text carefully first, then close their eyes and imagine the swallows described in the text, so that the swallows can emerge in their own minds, and then let students tell what swallows emerge in their own minds in their own words. On the basis of students' initial perception of the beauty of swallows, I asked students to draw swallows on paper while listening to the recording of the text (please draw them on the blackboard). After painting, ask the students to introduce their own swallows to their classmates. Finally, ask students to express the beautiful shape of swallows by reading aloud. Through the process from writing to painting, and then from painting to writing, students' perception of beauty is cultivated.
Second, chew words and taste the dynamic beauty of swallows.
In the third paragraph of the text, the author accurately and vividly wrote the beautiful flying posture of the swallow through several verbs such as "oblique, sweeping and touching". In teaching, I guide students to master these verbs, chew them repeatedly, and experience the graceful posture of swallows when they fly.
First of all, I ask students to read the text carefully and feel the content of this natural paragraph. Then I ask the students to go back to the text and find out the relevant sentences. Read slowly and see what they can understand. In students' communication, I put the "oblique, sweeping and touching" blackboard on the blackboard to guide students to taste words. What is the word "oblique" written when the swallow flies? How is "skimming" explained in the dictionary? Read the sentence softly, then close your eyes and imagine what you have learned from the words "sideways" and "skimming". After the teacher's explanation and careful reading, the students realized the graceful posture of swallows flying around. So what should "Zhan" say here? Can you change this word? (Bump, bump) Then why did the author use "bump" instead of "bump"? Through comparison and tasting, the students realized that the word "Zhan" accurately described the lightness of swallows flying and realized the accuracy of the author's words. At the same time, the students deeply realized the beauty of the swallow's flying posture in the process of chewing words. After students understand, let them read aloud with emotion to increase the effect of understanding.
Chewing words is one of the effective ways to taste the connotation of the text. By speaking like a book and reading repeatedly, students can fully understand the dynamic beauty of swallows when they fly and cultivate their perception of beauty.
Third, use imagination to appreciate the static beauty of swallows.
Using imagination can make the things described in the text form concrete representations in your mind, which is one of the important ways to understand the connotation of the text.
The fourth paragraph of the text describes the beautiful picture of swallows leaning on spring scenery. This paper compares the scene of a swallow resting on a telephone pole to a staff, which is difficult for students to understand. In teaching, I will let students talk about how to rest when a swallow is tired. Inspire students to imagine: compare the illustrations, then close your eyes and imagine, from a distance, what did the swallow fall on the pole become? How many lines? What word in the book means not to see clearly? Who can draw it? A student first drew a few thin lines on the blackboard, and then drew a few small black dots on the thin lines. I randomly added a few lines to the painting to connect the little black dots drawn by the students into a staff. Q: "What is it like? What has the swallow become? " Read the sentences carefully, savor them and connect them with what you just thought. What can you realize? Close your eyes again and connect the splendid spring with the scene when the swallow is resting. What kind of picture appears in front of your eyes?
Through imagination, students not only realized the static beauty of the still swallows, but also realized the beautiful artistic conception of the lively and lovely swallows and spring scenery, and cultivated students' ability to appreciate and identify beauty, which is also the charm of the motherland's language and writing.
The language of the motherland is full of charm. Our Chinese reading teaching is to guide students to understand the meaning and feelings contained in the language through text analysis, reading comprehension and painting expression, so that students can be influenced by beauty while learning Chinese.
Reflection on Swallow Teaching 7 "Swallow" mainly writes the scene of peach blossoms, green willows and swallows flying. This article is fresh and lively in language and accurate and vivid in description. The lovely shape of swallows, the lightness of flying and the elegance of stillness are all vividly displayed on paper. According to the characteristics of the textbook and the teaching requirements of this grade, I set the teaching objectives of this course as follows:
1, can read the text correctly, fluently and emotionally, and recite paragraphs 1-3.
2. Understand the text, master the sentences describing swallows and spring, and feel the lively and lovely swallows and the vibrant scene of spring.
3. Read and write the words "Swallow, Fair" correctly. According to the characteristics of teaching materials and students' reality,
My teaching focus is: reading the text with emotion and reciting paragraphs 1-3.
The difficulty in teaching is to understand the lively and lovely swallows and the lively scene of spring.
I pay attention to the implementation of the following teaching strategies in teaching:
First, reading is the main theme of Chinese classroom teaching today.
I put reading aloud in a very important position in the teaching of this course, emphasizing "reading is the main thing, and speaking helps reading". I think that the process of learning a language is actually a process of internalizing a foreign language, and the most important and fundamental means to realize this internalization is reading aloud. Therefore, I encourage students to read by themselves from the beginning, to avoid teachers talking too much and asking too many questions, and strongly advocate "reading is the main thing, reading instead of speaking, speaking drives reading, and asking questions promotes reading". Let students read since the enlightenment by themselves, think while reading, discuss with each other, imagine while reading, learn to read aloud, understand words, cultivate a sense of language, and be influenced by subtle language. "The author has a good mind and began to enter the country with relatives." So "when in Rome, do as the Romans do" is the teaching realm I have been pursuing.
Secondly, situational creation plays an extremely important role in Chinese teaching, especially in junior high school Chinese teaching.
Only by arousing students' senses in the situation and letting students actively observe, feel and operate in the situation can we realize the accumulation and application of Chinese perception. In the teaching of this class, I spent a lot of time on the creation of situations:
1, experience the situation with life. This class should let students experience the characteristics of spring from life. I played the scene of swallows flying and resting, so that students really felt the lightness of swallows flying and the leisure of swallows resting. It can be seen that the experience gained by students can help them understand and feel the text well.
This painting reproduces the scene at that time. According to the characteristics of teaching materials and disciplines, in this class, I adopted multimedia-assisted teaching, exquisite pictures and appropriate music, which deepened the intuitive feeling of the artistic conception described in this article, such as grass, willow leaves, flowers, streams, green mountains and green waters, swallows and butterflies, and let students realize the characteristics and beauty of spring. From this point of view, the proper use of multimedia-assisted teaching makes these junior students with limited and shallow life experience not only have words in their eyes, but also corresponding image pictures. Symbol corresponds to image, and image evokes emotion.
Third, regret:
Learning the parable in the third paragraph, in teaching, I think students are easy to understand. Without guidance or imagination, some students simply don't understand "Waiting to Write a Praise for Spring", which has a slight impact on teaching effect.
Teaching control is not flexible and effective, and teaching tact needs to be improved. We should strengthen our study in this field in the future.
Reflection on Swallow Teaching After reading the text for the first time, I feel that the second natural paragraph is an unnecessary paragraph. However, if I read the text carefully again, I will find the subtlety of the author: in this beautiful spring, I am more energetic with swallows. Therefore, in teaching. The point is not to feel how beautiful spring is, but to understand the last sentence, "The little swallow comes from the south and adds a lot of interest to spring." The content of this sentence is arranged in the third and fourth paragraphs of the text. The focus of teaching has returned to the third and fourth paragraphs.
Looking back on a class, I feel gain and loss.
Unfortunately, since the adoption of group learning, the scope of students' participation has been broadened, the space for interaction has been enlarged, the scope involved in the classroom has been broadened, and the overall efficiency seems to have improved. However, my teaching task has never been carried out according to my preset teaching plan. Therefore, before each class, I should carefully consider how much time should be arranged in each teaching link before I can really implement the teaching content.
Before class today, I fully considered the students' factors and the difficulty of design problems, and then decided to divide the text into two parts for teaching: the first part is to teach the first and second paragraphs of the text; The second part focuses on the third and fourth paragraphs of the text. This arrangement is obviously in line with the actual situation of the class. Because, through this kind of teaching, I obviously feel that the four-person group study has really been implemented, and the study time, student participation rate and efficiency have really been guaranteed; Every question I designed, every student actively participated in the discussion and communication, and through the feedback from the lobby, the learning effect of students was tested, which really standardized the group learning.
Reflection on Swallow Teaching 9 The combination of reading and writing, the breakthrough point of reading teaching, conforms to system science, strengthens the training of listening, speaking, reading and writing system, and overcomes the disorder of Chinese teaching in the past. The combination of reading and writing conforms to the law of learning transfer, and the combination of reading and writing conforms to the psychological process of reading. Reading and writing are two different psychological processes:
Reading is absorbed by the meaning from the outside to the inside, and writing is the expression of ideas from the inside out. As far as the psychological mechanism of reading is concerned, there are two psychological "wheels": one is the psychological process from language to thought, from form to content, from outside to inside, from part to whole; One is the psychological process from thought to language, from content to form, from inside to outside, from whole to part. The former "circle" is the foundation, and the latter "circle" is the improvement, especially the latter "circle" coincides with the psychological process of writing. Therefore, in this sense, reading teaching has included the guidance of composition teaching.
At present, after the formulation of Chinese Curriculum Standard (experimental draft) (hereinafter referred to as Curriculum Standard), the reform has been intensified. There is a passage in the preface of Curriculum Standards: "Modern society requires citizens to have good humanities literacy, innovative spirit, cooperative consciousness and open vision, and to have many basic abilities including reading comprehension, expression and communication, as well as the ability to collect and process information by using modern technology. Chinese education should and can play an important role in cultivating a new generation of people needed by modern society. Facing the needs of social development, Chinese education must carry out systematic reforms in curriculum objectives and contents, teaching concepts and learning methods, and evaluation purposes and methods. " It shows that the task of Chinese teaching reform is arduous. The core of the reform is to change the concept of education, and the education of humanistic spirit and scientific spirit should be reflected in the systematic reform of curriculum objectives, teaching contents, teaching methods and evaluation methods. Of course, it is not so easy to do this, but it is also long-term. Our attitude is positive, but we should be steady and steady, seek change in stability and innovate in practice.
Chinese teaching in China has a history of thousands of years, and has accumulated rich Chinese teaching experience in the long river of history. In the traditional Chinese teaching experience, many of them embody the laws and principles of Chinese teaching, and the laws and principles cannot be changed easily. Traditional Chinese teaching attaches importance to language sense, but not to the application of language rules and methods. Language learning can't rely solely on teachers' explanations, but mainly on students' own language practice. Learn to read from reading, learn to write from composition, learn to speak from speaking, and learn to obey from obedience. This is a very old learning method. Through a lot of language practice and rich language accumulation, the language level will be greatly improved. To cultivate students' reading and writing ability, on the one hand, students need a lot of language practice, on the other hand, they also need appropriate guidance on some language laws and learning methods, which is one of the ways to make Chinese teaching scientific. The crux of the problem is how to deal with the relationship between language practice and learning language rules and methods. I think for primary school students, we must focus on language practice, read more and write more, but we should also give appropriate guidance on language rules and methods. The so-called language rules, for primary school students, mainly refer to syntax and structural methods of articles. Syntax, mainly the fluency of sentences, rather than language rhetoric; The structure of the article is mainly to provide students with some methods to observe things and organize materials. It is important not to talk about language laws and methods in the abstract, but to embody them in combination with language practice, so that students can realize that learning Chinese requires not only reading and writing more, but also understanding that language is regular and there are methods to follow in reading and writing. Students' language practice must be guided by teachers. The language practice of students under the guidance of teachers is language training. Therefore, reasonable language training cannot be removed. What we are opposed to is that kind of mechanical, repetitive and ineffective language training.
The cultivation of interest is a necessary prerequisite for writing a good composition. It is a shortcut to stimulate students' interest in composition by using the text.
The teaching process should be student-centered and teacher-led. Composition teaching should pay attention to the combination of reading and writing. The combination of reading and writing is also the traditional experience of Chinese teaching in China, which cannot be changed. There are two processes in reading teaching. The former focuses on learning to read, while the latter focuses on learning to write. Of course, there are various ways to combine reading and writing. Generally speaking, it is a natural combination, that is, we often say "read chapters and sentences" and "read 300 Tang poems, even if we can't write poems" According to the migration law and different training programs, it is also an effective method to combine reading and writing. These methods cannot be abandoned. Everyone thinks that composition teaching is difficult and students' composition level is not high. I think the main reason is that the combination of reading and writing in reading teaching is not enough, and the writing guidance and small pen practice activities in reading class are neglected. I have always advocated that the composition class should not be too detailed, otherwise students will write the same articles. The instruction before composition class is reading class, and the instruction after class is composition correction and comment. In addition, there are many effective principles and methods in composition, such as writing, imitation, creation, gathering, observing savings, thinking, coherent thinking, language modification, etc., which need to be adhered to.
Reflection on Swallow Teaching 10 Text Swallow is centered on the lively and lovely little swallow, and has bought a beautiful spring scene with cool breeze and drizzle, green leaves of grass, flowers and soft willows.
Illustrations give people the feeling of spring, such as calm lake water, light green lake water, graceful willow trees, pink peach blossoms, new green rice fields and other beautiful scenery. So at the beginning of the class, I let the students enjoy the beautiful pictures with music and intuitively feel the beauty of spring. After reading it, tell what you have seen, heard and felt, and let the students give full play to their imagination to talk about themselves. Then let the students know what the picture would look like if there were no swallows in the picture, and let the students fully feel that without swallows, this beautiful scenery can only be static and uninteresting. If there are swallows, spring is more interesting. Let the students know that swallows are very important in the text and why the author writes swallows.
I use transposition teaching method to teach this text. In the first class, I will teach the second paragraph first, learn the unit tips, master the method of reading long sentences initially, and learn the second paragraph by this method. I teach the first, third and fourth paragraphs in the second class, and the third class uses outward bound training. This is because the first paragraph describes the shape of the swallow, the third paragraph describes the flight of the swallow, and the fourth paragraph describes the rest of the swallow. These three paragraphs are closely related. The second paragraph is about swallows flying from the south in spring, which has little to do with the description of swallows' shape, flight and rest. Using this teaching method of changing order can make students' thinking clearer, disperse difficulties and highlight key points.
This text combines the beauty of image, artistic conception, writing and music. Therefore, I adopted the teaching method of reading aloud in this class, which made the books in the classroom loud and discussed a lot. In particular, the use of multimedia teaching means makes the whole classroom full of aesthetic education atmosphere, so that students can be influenced by beauty while learning Chinese. Grasp several "finishing touches" in the article, cultivate students' sense of language, develop the habit of speaking like a book, and comprehensively improve students' Chinese literacy.