Model essay on the third grade Chinese evaluation draft in primary school
First, the role reads aloud and understands the content. There are a lot of dialogues in this text, and it takes time to guide students to understand the truth contained in the text, so Mr. Li didn't read it, but grasped two special sentences in the text ("unlike!" "Like a five-pointed star!" And "no ... like it." "Like ... five ... five-pointed stars." After the comparison, guide the students to fill in the blanks and add hints, and encourage them to read aloud individually. At the beginning, after students fully understand the changes in the attitudes of teachers and classmates, they basically know that students have changed from "ridicule" to "shame". Grasping this point, Mr. Li immediately asked the students to imagine how to read these two sentences well and express their views. After that, Miss Li imitated the text and had a dialogue between teachers and students. In reading aloud, some students also brought facial expressions, such as laughing, not only laughing, but also laughing. When I was ashamed, several students even felt as if they had done something wrong and bowed their heads when they spoke. In this teaching clip, students walk into the text in a personalized way and add hints to the students. Teacher Li consciously guides students to start a dialogue with the text, to discover from their own unique perspective, to imagine in combination with their own life reality, and finally to understand and feel the text in an open dialogue, to express their reading feelings, and to actively carry out thinking and emotional activities. This generation resource from the "childlike world" of students is full of vitality-full of wonderful feelings and spiritual light everywhere.
Second, contact life and expand imagination.
Broaden the language, get out of textbooks, use resources, and let students search for things like painting carambola that you have heard or encountered in your daily life. And through learning and connecting with real life, what are your experiences and feelings? What are the reasons? Please also pick up a pen and write your own experiences, feelings and understanding in popular language. Write it on a small bookmark prepared by everyone. After writing, let the students read it and give the bookmark to the teacher or your good friend to share with you. Caught everyone's thinking.
Third, practice and think about experience.
In order to draw carambola well, Miss Li made full use of natural resources and specially selected a carambola from a fruit shop. And specially put the carambola in the middle of the classroom, so that students can draw the carambola they see from their own perspective. The students were so excited that they all turned around and drew quietly. Show the pictures of the students in the middle and next to the front row and see the difference. Or let students actually observe from the seats near the front row, so that students can increase their perceptual knowledge and stimulate their interest in reading and thinking. Let students practice and experience the facts told in the text and further understand the truth contained in these facts. It is not so easy for people to draw what they look like. They must "don't take it for granted" and "trust their eyes" as the father and teacher said in the article, and they must also look at it seriously and draw honestly as the "teacher Li" in the article. These principles are combined through comparison, reading, thinking and practical experience. Students understand better and learn better.
Model essay on the third grade Chinese evaluation draft in primary school II
Applause is an affectionate article, which makes people deeply moved after reading it. The text takes the two applause of classmates as the inducement and the change of Xiaoying as the main line, and reproduces a touching story that happened between classmates. In the teaching process, Mr. Zhu experienced a heart-to-heart communication with the students with clever design and vivid words, and felt a kind of care between people. I was impressed by the following points in this class: 1. When the role * * * rings, do as the Romans do.
Xiaoying is the protagonist of this class. The text mainly describes Xiaoying's expressions and actions, and guides students to ponder the characters' psychology through their expressions and actions, so as to go deep into the characters' hearts and feel what she thinks. Teacher Zhu's class has been quite successful at this point. She asked the students to read the text by themselves, find sentences describing Xiaoying's expressions and actions, and then read them out to feel Xiaoying's psychology at this time. On the basis of reading, thinking and rethinking, the students talked with Xiaoying's heart again and again, and realized the truest thoughts in Xiaoying's heart to the fullest. On this basis, teachers guide students to read aloud, feeling that teaching is easy, students can read in place, and teachers who attend classes can listen.
Second, promote reading with emotion, and feel in reading.
The sound of books is a major feature of Chinese classroom teaching. Reading aloud is not only the traditional reading aloud for 100 times to be effective. In the precious 40-minute classroom teaching, the teacher plays a leading role in guiding reading. The purpose of reading class is to make students fully read, feel something in reading and be influenced by emotions in reading. According to the characteristics of language, we should pay attention to reading training. Teacher Zhu pays attention to creating a reading-oriented learning atmosphere, giving students enough time to read the text aloud and the whole class to read it aloud. For example, when students exchanged applause for the first time, Mr. Zhu focused on guiding students to read three places well. Among them, when it was Xiaoying's turn, the eyes of the whole class turned to that corner, and Xiaoying immediately bowed his head. In this sentence, Mr. Zhu took a step-by-step approach in guiding reading, naming first, then reading. He guided: Xiaoying in the text was once an inferiority complex and melancholy girl. Usually, he always hides in that corner silently. He doesn't want people to see the way he walks. He is afraid that others will stare at him. At this time, the eyes of the whole class turned to that corner, and Xiaoying immediately bowed his head. Who will read it? Then Teacher Zhu guided the students to understand Xiaoying's mood at that time. Students, if we want to read this sentence well, we have to go into Xiaoying's heart. Think about it. What is Xiaoying thinking at this time? After the role experience, students can naturally express Xiaoying's psychological activities by reading aloud. In this way, students naturally step by step into Xiaoying's heart, and emotional reading will naturally come.
Third, guide reading and publicize personality.
Chinese Curriculum Standards points out that reading is a personalized behavior and reveals the essence of reading activities: reading is a personalized creative activity. In this Chinese class, Teacher Zhu pays special attention to students' individual feelings. He set up a relatively open oral practice: What do you think of the applause after learning the text here? Students are the masters of Chinese learning. Teacher Zhu respects students' personalities. So in class, a lot of answers suddenly appeared. Some students said that applause is like a mother, which brings us confidence and warmth. Some people say that applause is like a broom, which can sweep away the pain in your heart; Some people say that applause is like a teacher, which can bring us happiness; Others say that applause is like the sun. As long as students get the feeling through their own reading, Mr. Zhu is sure. Let students make their own personality shine in reading teaching through personalized independent learning and personalized thinking expression!
Fourth, applause sounded to sublimate the truth.
After the literature class, Teacher Zhu said: After reading the text, the teacher applauded and wrote this poem. I want to give it to you, and the title is applause. Then I recited this little poem affectionately. He was so absorbed that the students were completely immersed in it and couldn't help clapping. Finally, the students recited the poem with music, which not only set off the classroom atmosphere, but also sublimated the emotional goal in meaningful music and successfully completed the teaching difficulties.
Five, a little view
I have one opinion for reference only: looking at the whole class teaching, it gives people a top-heavy feeling. For the first time, I spent a lot of time teaching for Mr. Zhu and carefully designed one learning activity after another. However, in the second applause, the teaching seemed a bit simple. After reading it, we exchanged questions and ended in a hurry. There seems to be something missing. This is also my humble opinion.
Model essay on the third grade Chinese evaluation draft in primary school
The Story of a Small Village is a narrative text with strong thoughts and far-reaching significance. Teacher Li accurately grasps and understands the teaching materials, makes reading teaching live in the classroom, and creates an open and energetic Chinese class for students, which is a down-to-earth Chinese class that attaches importance to double basics. I feel that she is very attentive to the design and handling of the following links: 1. In the process of importing, there is a memory about the impression of this village learned in the last class: a small village with beautiful scenery and flowers, a story from the teacher, which directly stimulates students' visual thinking through intuitive pictures. First of all, students feel the "beautiful" atmosphere. In this process, the teacher interspersed with language reorganization, combined the original boring listening and speaking, reviewed the text content, and made a general introduction to the original environment of the village. Then the picture changes sharply, allowing students to find out what happened in the small village. The sudden flood destroyed this beautiful village and made students' thinking in an open state. In their young hearts, they felt the shock of the village from "beauty" to "destruction". The first spiritual collision with nature laid an emotional foundation for them to understand the disappearance of the village.
2. When I was teaching in the third natural period, I made the following attempts in language understanding, taking a key sentence as an example: First, I explained that "year after year, from generation to generation, the trees on the hillside are decreasing, and the bare land is expanding ...", and after instructing students to read the sentences repeatedly, the students expressed some feelings: the villagers have been cutting down trees for generations, and there are fewer and fewer trees, and the bare land. Then, the teacher gave in-depth guidance, and the students replied: "Trees became customers' rooms and buildings, and all kinds of furniture, tools and a large number of trees disappeared into the sky with the firewood smoke from the roof." The teacher then guides the students to read repeatedly through different emotions of "worry", "pity" and "sadness", and the students' feelings are deepened layer by layer. Students not only tasted the meaning of words, but also realized the truth of words and feelings of words.
3. Broaden the thinking and lead to extracurricular activities. Teacher Li designed a creative topic at the end of this class, which I think is very good. "What do you want to say to the people in the small village?" These topics such as "designing environmental protection advertising words" broaden students' thinking, which not only warns people in small villages not to cut down trees indiscriminately, but also educates themselves to protect the environment, care for flowers and trees, and cultivate students' beautiful thoughts and feelings of loving nature and our homeland from an early age.
Of course, if Mr. Li Can designs blackboard writing in this class, blackboard writing-assisted teaching will be more perfect.