Reflections on the Teaching of Junior Runtu in Grade Six Chinese 1 The new curriculum reform requires teachers to be classroom guides, and requires students to study and explore independently, so as to cultivate students' various abilities. In short, teachers should take students as the main body, design a classroom design suitable for students' physical and mental development and experience needs, let students dominate the classroom and return the time to students. Teachers are only organizers and guides of classroom teaching.
The new curriculum reform advocates group cooperation. In the teaching process of "Young Runner", I designed this group cooperation:
1. Work in groups in the natural section of 4- 16, get a preliminary understanding of what Runtu told me, and add appropriate titles to everything.
2. Take the group as a unit, analyze and understand the most interesting examples in the group, analyze the characteristics of Runtu through the language and action writing methods learned, and read the key sentences emotionally.
3. Through the analysis of the characteristics of leap soil, we can compare "I", a young master who lives in the courtyard deeply, feel "I"' s love and envy for leap soil, and also set off "I"' s ignorance.
Through the teaching of this class, I found the following problems that need to be improved:
1. The students' ability has not reached the extreme, which shows that our teachers should actively cultivate and exercise students' ability through various methods.
2. The differences among students in the group lead to the expressive force of the group, which requires the teachers and group leader Qi Xin to work together to guide and encourage each student's learning experience in time and create a perfect group.
3. The guidance of pre-class preparation needs the guidance of teachers and the participation of group leaders. This is a long-term process, not an overnight event.
4. Curriculum reform is a general direction, which is difficult to achieve at once. We can decompose the goal and realize it in stages, which not only allows students to have a process of developing their abilities, but also approaches this general direction step by step.
The above is just my personal opinion, please give me your advice.
Reflection on the Teaching of Junior 2 in Grade Six Today, I once again listened to the wonderful teaching of the special teacher, Mr. Xiong. Although it is a class record, it left a deep impression on me, mainly as follows:
First, full of interest, love comes from the environment.
"Chinese Curriculum Standard" points out that Chinese teaching should stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, create a good autonomous learning situation for students, respect students' individual differences and encourage students to choose their own learning methods. In teaching, Mr. Xiong, on the basis of a deep understanding of the text, guides students to feel and experience the beautiful artistic conception of the text through vivid and devoted reading, and fully understands the characteristics of the characters in the works, such as innocence, cuteness, knowledge, wit and courage.
In this way, students can not only participate in classroom learning as masters, but also transform abstract language symbols into vivid expressions, sounds and body movements through their favorite forms. In a pleasant atmosphere, emotions move from the middle to the outside, which not only improves the in-depth understanding of the text, but also improves the overall Chinese literacy.
Therefore, the classroom under the new concept should conform to the characteristics of Chinese teaching in primary schools and the laws of children's physical and mental development, and strive to create an interesting classroom atmosphere that students love and correctly understand and use Chinese in interesting learning.
Second, the pursuit of reading, words and feelings.
The text "Young Runner" is full of childlike interest, and there are many childlike languages in the article, which can bring many beautiful enjoyment to students. How to make students understand, experience and express beauty?
Psychology believes that people's emotions are generated and developed in certain situations. In an interesting atmosphere, in front of vivid pictures and in soothing and beautiful music, Mr. Xiong's students' emotions and thoughts slowly flow, and the emotions of teachers and students are mixed with those of the authors and characters in the works.
Here, Mr. Xiong didn't let the students read this part of the instructions with emotion, and there was no simple and simple guidance. Some students just let them give full play on the basis of self-experience and emotion. This is an outburst of passion when students are interested and a creative expression of the text language. In the meantime, students' multiple senses effectively move their subjective feelings into the context, go deep into the artistic conception step by step, and produce an immersive feeling, so that everything they say comes from my mouth. In reading aloud, students really feel the charm of the motherland's language and characters, realize the rich humanistic thoughts contained in the text, and are influenced and infected by beauty.
Third, creative expression is full of spirituality.
Chinese Curriculum Standard requires teachers and students to give full play to their initiative and creativity in teaching, and creatively use and understand teaching materials. As we all know, reading teaching is a dialogue process among students, teachers and texts. How to guide students to create texts, explore the language contained in the texts, and turn it into audio language?
Mr. Xiong skillfully used the text to omit many of my psychological and conversational characteristics, seized the opportunity of students' flying personality and high interest, guided them to break away from convention and find another way, boldly handled the teaching materials on the basis of respecting the original work, and read out the blank points of the article with his deep affection, which provided students with a broad creative space and experienced the personalized learning process of creating the text. This is a good opportunity to cultivate students' sense of language and improve their ability to use language, as well as to develop students' uniqueness.
Entering the text, transcending the text and creatively learning the text make the Chinese classroom full of strong innovative atmosphere and colorful life interest.
Reflections on the teaching of the sixth grade Chinese "Young Runtu" 3. In teaching, I first let students think for themselves. What did Runtu tell me? Because of the preview before class, the students quickly said four things in the article: catching birds in the snow, picking up shells by the sea, watching melons and thorns, and watching jumping fish. In the course of class, I know very well that the students' answer is nothing more than reading relevant reference books by themselves. It seems that the students' answers satisfied me, but I was disappointed with the result. If students don't know how to solve such problems, they may not encounter similar problems in future studies or exams. So I asked the students: How did you get such an answer? Most of my classmates were stumped by me at once, but I couldn't say why. Then, I told the students how to subtitle the stories in the text. Let me ask the students to compare these four subheadings and see what they have in common. Some students soon found that these four subheadings all have a verb. I guide students that the original complete' topic should be "Who (when) (where) (what state) did what", because the subject is known to everyone, so it is omitted. Under my guidance, most students understand the method of subtitle. In order to further enable students to learn relevant methods, I immediately instructed students to practice and consolidate. I asked the students to read My Uncle Mr. Lu Xun by themselves and added a subtitle to each of the four events. The students made good use of the methods they learned, and soon drew up four subheadings, namely: talking about the water margin, laughing at "hitting the wall", helping the coachman, and taking care of the maid. In order to make students more skilled, I showed them two paragraphs in Mr. Fujino by Lu Xun, and asked them to make subtitles respectively. The students quickly drew up two topics, namely, revising the handout and revising the anatomical map. Through this kind of repeated practice, most students in the class have basically mastered the method of subtitling the stories in the text.
After learning the content of quasi-subtitles, I threw another question to the students: In this article, "What kind of person do I think Runtu is?" After previewing and thinking, the students also indicated that Runtu is a resourceful, fearless and well-informed person. Then, I put forward a question to make students think: Is there any internal connection between catching birds in the snow, picking up shells by the sea, watching melons and thorns and jumping fish? Under the guidance of students' own thinking and communication and me, students understand that these four things are all aimed at highlighting the wit, courage and well-informed quality of leap soil. Then, I asked the students to read my uncle, Mr. Lu Xun, and let them find out the central sentence in the text first. The students soon found that the central sentence of the text was the last paragraph. "Indeed, my uncle is such a person. He thinks less about himself and more about others. " I also ask students to think about the internal relationship between four things in the text and this central sentence. The students quickly said that these four things are to highlight that Mr. Lu Xun is a person who thinks less about himself and more about others. Then, I put forward a question to guide students to think: if you add a story to "The Teenage Outbreak", it is very hard to learn in the outbreak; There is a story in My Uncle Mr. Lu Xun. Lu Xun published a lot of literary works in his life and had many fans. Do you think it's appropriate? Students have said that it is inappropriate, because it is inconsistent with the quality of the characters to be expressed in the article. I asked the students to go back to the text and compare whether the four story writers have the same emphasis when writing. Students soon discovered that the story of "Look at the Gua Thorn" was written by "Young Runtu" and "My Uncle Mr. Lu Xun" was written by the story of "helping the driver". I tell students that when several different events are used to highlight a person's quality, each event should point to the same quality of the character, and when writing several different events, we should seize the most prominent event to write. This is the writing idea of the article.
After the students understand, I let them think for themselves. If you want to write about a classmate, you should highlight his quality with several different events. How are you going to write it? After discussion and exchange, the students expressed their opinions, and the overall thinking was clear and reasonable.
In this class, although I only guided students to learn two small goals: prepare a subtitle and make clear the main idea of the article. But after the whole class, it is obvious that the students' Chinese ability has improved. The goal of the whole class is concentrated, single and clear, and students' learning is more solid and effective. Only by integrating teaching based on unit introduction and defining the teaching objectives of each class can our Chinese class be more concise and students learn more fully.
Reflections on the Teaching of Junior Runtu 4 in Grade 6 Chinese; Junior Runtu is an old text. When organizing teaching design, I boldly introduced the description of middle-aged soil-moistening in Hometown into the classroom, so that students could understand Lu Xun's personality characteristics by comparing the innocence of soil-moistening in adolescence with the bitterness in middle age. Specifically, I will talk about my experience from the following aspects:
1, in class, I started from changing my role and used "guidance" instead of "giving" to students:
For example, in the teaching of the first natural paragraph, I don't tell students the origin of life experience and name, nor the appearance characteristics of the leap soil, but let students read, taste and imagine by themselves, and finally let students learn to write by writing, so as to realize the purpose of applying what they have learned in reading.
2. I changed the teacher's traditional teaching methods about how to catch birds, how to watch melons and thorns, how to pick up shells and how to watch fish jump. Instead, we should respect students' wishes and choices, strive to make wonderful language come from students' mouths, and say in a tone of equal dialogue with students, "I know some students like to catch birds, and some students are right." Read this part carefully, and then tell you how to catch birds, how to see the fun of picking up shells from thorns and how to see the scene of jumping fish. You can also read it to everyone emotionally in the form of a dialogue between "I" and "moistening the soil". With such guidance, the students immediately became active. Some people imitate the "I" in the text and the personalized language of moistening the earth to read the characters, while others show their collections. "Some people talk about the methods of catching birds and the significance of protecting birds ... who can live without their own love and feelings? Different students have different feelings, even if it is the same plot. Students' feelings may be naive or funny, but they are the most real. Practice once again tells me that instead of singing a monologue with teachers, it is better to communicate and talk with students on an equal footing.
3. Pay more attention to serving the development of students in teaching.
In the classroom, when students fail to understand because of reading and the discussion is fruitless, teachers should not stand by and watch, but should participate in the students' discussion on an equal footing and express their personal opinions, so as to promote the deepening of cooperative learning and educate students with positive emotions and aesthetic concepts. For example, paragraph 16 of the text "Ah! There are countless strange things in the center of the soil ... there are four corners of the sky on the high wall. " I lead the students to understand paragraph 14 "I never knew there were many new things in the world …", which makes it much easier for students to understand the sky with four corners on the high wall.
Of course, there are also many shortcomings. Sometimes, the role transformation in the classroom is not done well enough, and the students' subjectivity is not fully exerted. In the future teaching, we should continue to learn and deal with the relationship between teaching and learning.
Reflections on the teaching of the sixth grade Chinese "Young Runtu" 5 pages. The characterization in "Young Runtu" is very typical. In teaching, I have grasped the demonstration point of character description, which is very effective for students' reading and writing training.
First, the teacher asked the students to find out the sentence describing the boy's appearance in the text: "He is in the kitchen, with a purple round face, wearing a small felt hat and a bright silver collar around his neck." Read it and then discuss: "From this description of his appearance, what kind of person do you think that boy Runtu is?" Through understanding, students realize that: from wearing a small felt hat, we can see that Runtu is a child living in rural areas in the south of the Yangtze River; From the purple round face, we can see that Runtu is a child who is often basked in the sun and blown by the sea breeze. It can also be seen that he often works and is a capable person; From these appearances, we can see that the boy Runtu is a very healthy and lovely rural child. At this time, the teacher guides the students to understand that our understanding and generalization of the image and identity of the young leap soil are all realized from the description of the appearance of the young leap soil. It shows that the description of appearance can make readers know the characters accurately. Then ask the students to write what the teacher looks like according to the writing in the text, taking the teacher as the model. Ask to grasp the characteristics and describe them, so that people who have never met the teacher can get to know each other through your description, or write about the small partners in the class.
I organically combine the teaching of reading with the teaching of writing, which not only meets the teaching requirements, but also enables students to practice orally and form the habit of reading and writing. It's killing two birds with one stone. As long as students are trained in reading and writing at ordinary times, they can start from a small place and integrate reading and writing. I think students' interest in writing can be cultivated. Students' writing quality can be improved.
Reflections on Chinese Teaching in Grade Six "Young Runtu" 6 "Young Runtu" is a difficult text. Many words and expressions in the text are difficult for students to understand, but students still study hard and feel a lot in teaching and learning.
1, preview before class is very important:
I realized that the text was difficult before class. So before class, I arranged for students to fully preview, closely focus on the problems behind the text, read the text by themselves, and get a preliminary understanding of the text content. It is easier to understand the content of the text in class. By sorting out the text events, students can quickly say four things they said to "me" when they jumped into the soil. It seems that it is essential to preview before a new lesson.
2. Understanding the characters from reading aloud;
Reading aloud is essential in reading teaching, and the elegant environment of beautiful words and phrases in the text can only be understood through emotional reading. The premise understanding of reading aloud. So, I first raised such a question. What kind of picture does the author paint for us? After the students understand the content of the text first, they read aloud in different ways and feel the alert and brave teenagers in the text.
3, the creation of teaching links, to give students the opportunity to write:
Strive to create teaching links and give students more writing opportunities. The beginning of this article is beautiful and wonderful. So I designed such a link at the end of the article, imitating the first paragraph and writing a labor scene. From the feedback, it is well written and the students' topics are also very wide. There are major events in the scene, with prominent characters, but some students lack environmental description.
Disadvantages:
Reading aloud lacks guidance. I didn't read the environmental description at first. I didn't see the feeling of "quiet" in particular, and those keywords were not optimistic. When reading aloud, it may be better for students to read their favorite sentences, sentence by sentence, and then read them as a whole.
Reflections on the Teaching of Junior Runtu in Grade Six Chinese; The text of Junior Runtu is selected from Lu Xun's Hometown. Young people's moistening the soil is a simple, healthy, lively, intelligent, brave and well-informed image of rural teenagers written by Mr. Lu Xun. The article told me interesting things, such as watching melons and thorns, catching birds in the snow, picking up shells at the seaside, watching fish jump in the sand and so on. Among them, there is a lively life, which shows the characteristics of young people's resourcefulness, courage, intelligence and erudition. There are a few things that have a master and a time, and there are details. Because this is an article about people, it is necessary for students to understand the characteristics of the characters in the process of reading the article, and to understand the author's methods of expressing the characteristics of the characters.
Runtu's painting "Seeing a Melon Makes a Thorn" left a deep impression on the author and readers, and the author's description of Runtu's appearance was concise and wonderful. In teaching, I first guide students to feel the scene described in the sentence from the first natural paragraph of the text, so that students can see a picture in their minds while reading the text, and turn "words" into "pictures", so that the character Runtu can be clearly established in the picture and the picture can be "alive" in students' minds. After reading and feeling the images, students feel the interest of "seeing the melon and cutting the skin" and the courage to jump into the soil.
I mainly master the verbs "sweep out", "stand up", "spread out", "pull up" and "cover up" in the case of catching birds in the snow. In the eyes of the students, they saw the scene of catching birds, as if they were doing it themselves.
In the teaching process of understanding the sentence "They are all like me and only see the sky at the four corners of the high wall in the yard", I use comparative methods to guide students to understand. Contact article "Ah! There are endless strange things in Runtu's heart that my usual friends don't know. Let the students talk about what this sentence refers to. What am I doing when I am watching the thorns, catching birds in the snow, picking up shells by the sea and watching jumping fish? Students give full play to their imagination. Some people say that "I" may be warming up, some people say that "I" may be reading four books and five classics, and some people say that "I" may be reciting ancient poems ... Compared with the life of "moistening the soil" and "I", students can easily understand why the author says that he can only see the sky in four corners.
In order to make students understand a feature of the text in characterization: highlighting the appearance of characters through portraits and costumes, I first ask students to find out the sentence describing the boy's appearance in the text: "He is in the kitchen, with a purple round face, wearing a small felt hat and a bright silver collar around his neck." Read it and then discuss: "What kind of person do you think this boy is from his description?" Students can see from these appearances that the young Runtu is a very healthy and lovely rural child. Under the guidance of the teacher, the students realized that Runtu was a child living in a rural area in the south of the Yangtze River. It can be seen from the "purple round face" that Runtu is a child who is often basked in the sun and blown by the sea breeze; It can also be seen that he works a lot and is a capable person. "Wearing a silver collar" shows that my father loves him very much. Through learning, let students understand the importance of appearance description in depicting characters and feel the author's method of expressing characters.
Reflections on the teaching of the sixth grade Chinese "Youth Leaping over the Earth" 8 1. Full preview before class is beneficial to classroom learning.
The language expression of this article is different from that of today. Many sentences are written in classical Chinese, and the events described in this article are really strange to children living in cities. To stimulate children's interest in learning, students must be guided to preview the text before class.
First of all, clear up the words and make clear the meaning of words such as wishing, making such a promise, and unprovoked. By consulting reference books, we can understand the meanings of words such as sacrifice, five elements and that year. Then through animation demonstration, comic books and other ways, help students understand the scene of catching birds and jumping fish in the snow, so that they are familiar with the text. On this basis, classroom teaching can be carried out, which avoids solving key and difficult problems in just 35 minutes, and also takes into account students' language and writing.
Second, classroom teaching should focus on the key points, and strive for the end.
The difficulty of this paper lies in understanding the profound sentences in the text and firmly grasping the heart of the leap soil in teaching. There are also endless strange things that my friends don't know.
They don't know something. When wetting the soil by the sea, they all saw only four corners of the sky on the high wall in the yard, just like me. Start teaching and guide students to ask questions around sentences, such as who they mean and what's the difference between them and leap soil? What does the four corners sky mean?
Let the students read quietly, taste carefully and understand the main idea of the text in the analysis of sentences. Teachers should let go of their hands and feet to avoid covering everything. Only by pursuing the end at the expense of the root can the effectiveness of classroom teaching be fully reflected.
Reflections on the teaching of the sixth grade Chinese "Young Runtu" 9 "Young Runtu" is an old text. When organizing teaching design, I boldly introduced the description of middle-aged soil-moistening in Hometown into the classroom, so that students could understand Lu Xun's personality characteristics by comparing the innocence of soil-moistening in adolescence with the bitterness in middle age. Specifically, I will talk about my experience from the following aspects:
1, in class, I started from changing my role and used "guidance" instead of "giving" to students:
For example, in the teaching of the first natural section, I don't tell the students the origin of the name and the life story of the leap soil, nor the appearance characteristics of the leap soil, but let the students read, taste and imagine themselves, and finally let the students learn to write, so as to realize the purpose of applying what they have learned.
2. I changed the teacher's traditional teaching methods about how to catch birds, how to watch melons and thorns, how to pick up shells and how to watch jumping fish. Instead, we should respect students' wishes and choices, try our best to make wonderful language come from students' mouths, and say "I know some students like catching birds and some students are interested" in a tone of equal dialogue with students. Just read this part carefully, and then tell everyone how to catch birds, how to watch the fun of picking up shells from thorns and how to watch the scene of jumping fish. You can also read it to everyone emotionally in the form of a dialogue between "I" and Runtu, ok? "With such guidance, the students immediately became active. Some imitate the "I" and personalized language in the text and read aloud in different roles. Some people show their pictures of "jumping fish" and share this information with you. Some people talked about the methods of catching birds and the significance of protecting birds ... who can not have their own love? Who can't have their own feelings? Different students have different feelings in different plots, even in the same plot. This feeling of students may be naive or funny, but it is the most real and belongs to the students themselves. Practice once again tells me that it is much better to communicate and talk with students on an equal footing than to sing "one-man show" and "narcissism" by teachers.
3. Pay more attention to serving the development of students in teaching;
In class, when students don't understand what they read and the discussion is fruitless, teachers should not sit still and wait, but should participate in the students' discussion on an equal footing and express their personal opinions, so as to promote the deepening of cooperative learning and educate students with positive emotions and aesthetic concepts. For example, paragraph 16 of the text "Ah! There are endless miracles in the soil-moistening center ... the sky at the four corners of the high wall. " Sometimes, I will guide students to understand the fourteenth paragraph "I didn't know there were many new things in the world …". With the understanding of this sentence, it is much easier for students to understand "the sky with four corners on the high wall".
Of course, there are also many shortcomings. Sometimes the role transformation in the classroom is not done well enough, and the students' subjectivity is not fully exerted. In the future teaching, we should continue to learn and deal with the relationship between teaching and learning.
Reflections on Runoff Teaching in Junior High School in Grade Six: 10 The description of the characters in Juvenile Decisive Game is very exemplary. In the teaching process, I have grasped the demonstration point of character description, which is very effective for students' reading and writing training.
First, the teacher asked the students to find out the sentence describing the boy's appearance in the text: he is in the kitchen, with a purple round face, a small felt hat and a bright silver collar around his neck. Read it and then discuss: What kind of person do you think this boy Runtu is? Through understanding, the students realized: from wearing a small felt hat, Runtu is a child living in the countryside of the south of the Yangtze River; From the purple round face, we can see that Runtu is a child who is often basked in the sun and blown by the sea breeze. It can also be seen that he often works and is a capable person; From these appearances, we can see that the boy Runtu is a very healthy and lovely rural child. At this time, the teacher guides the students to understand that our understanding and generalization of the image and identity of the young leap soil are all realized from the description of the appearance of the young leap soil. It shows that the description of appearance can make readers know the characters accurately.
At this time, I asked: My appearance is not written in the text, so can you imagine me according to my age and status at that time? The enthusiasm of students' imagination is naturally high. Everyone said noisily: I am wearing a fur hat and small felt boots, my face is white and red, and I have a glib tongue. At this time, I will dictate my appearance in an orderly manner according to the discussion just now. At the end of the class, ask the students to write the teacher's appearance according to the writing method in the text, taking the teacher as the model. It is required to grasp the characteristics to describe, and people who have never seen the teacher can also know through your description. At this time, students will accept this assignment with great interest. Moreover, some students also wrote about the small partners in the class, so we also held a commendation action!
I organically combine the teaching of reading with the teaching of writing, which not only meets the teaching requirements, but also enables students to practice orally and form the habit of reading and writing. It's killing two birds with one stone. As long as students are trained in reading and writing at ordinary times, they can start from a small place and integrate reading and writing. I think students' interest in writing can be cultivated. Students' writing quality can be improved.