Reflection on Huang's teaching

Ode to the Yellow River is the first text in the second volume of the seventh grade of People's Education Press. The work consists of eight movements, with extremely rich artistic images and magnificent historical scenes. The following is my reflection on the teaching of Yellow River Fu. Welcome to read for reference!

Reflections on the teaching of Ode to the Yellow River 1 I went to the text of Ode to the Yellow River the week before, and I felt the effect was not bad. In the teaching design, I consciously highlighted the reading guidance, because one of the teaching focuses of this class is to read poetry with emotion and understand the connotation of poetry praising the Yellow River and the great spirit of the nation. Now I summarize and reflect on this lesson as follows.

First, the production and use of teaching courseware.

Because the Yellow River is the mother river of the Chinese nation, its majestic and powerful momentum, if only displayed in words, will greatly weaken the grandeur and strength of this poem, and students will not appreciate the tenacious and strong national spirit of the Chinese nation. So, I added the music score and songs of Ode to the Yellow River, the video of Hukou Waterfall and Song of Defending the Yellow River to the teaching courseware. I believe these contents will inspire and infect students, make their national pride and pride burn, and greatly improve the efficiency of classroom teaching.

Second, the setting of classroom teaching links.

All teaching links revolve around one center, namely reading guidance, reading training and improving reading ability. From reading the text for the first time and perceiving the lyrics, to appreciating the text and savoring the lyrics, from beautiful poetry reading and sublimating the theme, to classroom extension and knowledge feedback, reading aloud has been placed in a key position and received high attention. Moreover, the reading guidance methods are diverse and targeted, which effectively implements the reading guidance in the reading class and receives good teaching results.

Third, the evaluation of student participation.

The biggest feature of this course is to attract students to participate in colorful reading activities in various ways, and to stimulate students' initiative and enthusiasm in reading to the maximum extent. Roughly speaking, the whole class spent more than 35 minutes reading poetry. Moreover, in the process of reading aloud, students get all-round guidance from teachers, which plays an extremely important role in improving their reading ability.

If there is any regret in this class.

That's because students' actual reading foundation and level are relatively weak, so although there are so many reading trainings and teachers' careful guidance, there are very few excellent students who read aloud. At the same time, it also shows that reading in daily Chinese reading teaching has not been paid due attention, and the corresponding reading guidance often becomes empty talk and cannot be implemented.

Reflection on the Teaching of Huang Poetry (II) Poetry emphasizes thinking in images and meaning. When a poet describes something, the purpose is often not to say what it looks like, but to express his thoughts and feelings; Writing scenery is lyrical by borrowing scenery, and chanting things is lyrical by borrowing things. These images and emotions depend on the expression of poetic language. Therefore, when teaching poetry, we must not move from "abstraction" to "abstraction".

Ode to the Yellow River is the second part of the Yellow River Chorus. At the beginning of the class, I introduced the relevant background of the works to the students, from the September 18th Incident to several parts of The Yellow River Cantata, such as the well-known Huangshui Ballad and Defending the Yellow River. From introducing the historical background to listening to the painful groans of this period of history, from the overall perception of The Yellow River Cantata to the understanding and feelings of music works, students have a basic understanding of the theme of such a grand work. In class, students can basically understand the author's thoughts and feelings by analyzing the theme of the text. They all said that when reciting this lyric, they should show a groan under oppression, show the grief and indignation of the domestic people, and show the passion of the whole people to unite in the war of resistance. Students can talk about this, and we can know that they can basically master the theme of the work.

When I was teaching Ode to the Yellow River, I also sang several songs such as Ode to Yellow Water, The Yellow River Cantata and Manjianghong to the students according to my own opinions and simple musical understanding, so that the students could perceive the works from a macro perspective first, and make the abstract things vivid and concrete, laying the foundation for the later text analysis. Although it took a lot of time to introduce the background and works, it achieved twice the result with half the effort in teaching effect.

Reflections on the third part of the teaching of Song of the Yellow River; I have been struggling for a long time about whether to talk about Song of the Yellow River in an open class, because there are not many plots in this class, mainly reading aloud. Later, I asked Teacher X, and Teacher X said that this course could be an open class with reading as the main course.

In the process of preparing lessons, I observed several open classes, and I have a general idea about lectures: "reading" runs through the whole class, listening to recitation, reading by myself, showing reading, analyzing reading and reading together ... This majestic heroic spirit in this passage should also be expressed through the reading process; As soon as I think about reading, I decide what class I want to take. There are several students in Class One who are very loud and suitable for reading aloud. They can stimulate the classroom atmosphere, so they decided to talk about this lesson in Class One. In the specific teaching design, we find that there will be many problems: first, should the song Ode to the Yellow River be played before class? Or is it more appropriate to put "defending the Yellow River"? Secondly, how to determine the order of "reading", whether to read together or first? Should students be allowed to perform collectively or individually? Then, in which process should I integrate the analysis of the article and other problems appear in my mind ... When I really couldn't figure out these problems, I went to ask Mr. X, who gave me great help and helped me to implement my uncertainty bit by bit. Before the lecture, my heart was emboldened.

At the beginning of the lecture, the students were also very cooperative. They also know that teachers have played an extremely active role in class. The "Defending the Yellow River" played before class also made the students enter a passionate atmosphere. Every link is closely linked, and the students are also very cooperative in class. After listening to the class, you can see the smile on the teacher's face from time to time. Really after more than a month of exercise, the tension on the podium is gone, and more is self-confidence and calmness. In the exhibition, I did not ask individuals or groups to be present, but let them choose for themselves. Some groups are really active, and after reading the recital, they are still wanting more. Every time I ask someone to read it, they all raise their hands, and they are particularly active and really happy. After the first few parts were presented in groups, I thought the last part would be read in groups. I didn't expect a boy to stand up and say, I'll see this part myself. I know he really let go of himself in this class. He is usually a shy little boy, but this time he showed himself voluntarily. I feel very gratified. After class, the teachers walked out of the classroom one after another, and the students were still immersed in the passion of Ode to the Yellow River, and involuntarily sang, "Have you seen how the water of the Yellow River rushed out of heaven and entered the ocean, never to return?" Have you ever seen a lovely lock in a bright mirror in a tall stone room ... ",

You know, they have not learned the song "Into the Wine", but they can recite it spontaneously. I was moved by the performance of the students.

When commenting on the class, Mr. Zhang commented on us like this: I have made great progress than last time, and I have grasped that the focus of poetry teaching is reading. In the process of reading, middle school students can also feel the emotion that this article should have, and the links are arranged very closely, so students are also very touched in class. There are still some problems, such as students' unclear places not being answered in time, too many "right" spoken words and so on.

Through this lecture, I have grown up and gained a lot, and I will continue to work hard in the future teaching to make myself better and better.

Huang's Reflection on Teaching Chapter IV forgot which celebrity said it. The teacher's growth formula is: growth = experience+reflection. It means that a teacher will never make progress if he doesn't reflect often. After each class, teachers reflect on their own gains and losses in teaching. These experiences and lessons can be the basis for the gradual improvement and improvement of teaching work in the future.

A few days ago, I talked about a "Yellow River Fu". I was prepared for the lesson. Considering the various situations that students will have in class, it went smoothly at first, and everything was as I expected. I want to understand the theme of the article through various forms of reading aloud, and ask students to read the tone of "praise" and "ode". In the process of teaching, of course, I also think of using music to assist teaching, so that students can be more emotional when analyzing. However, I made too many arrangements in advance, which bound the students' speeches and once made the classroom atmosphere look "well-behaved".

The excitement I wanted to lead the students did not come as I expected. Classroom atmosphere does affect teachers' mood. Teachers are not saints.

My mood is also a little involuntarily depressed, but near the end, an accidental factor turned the whole class around. I am asking the students if they can think of any other works that show how to protect and defend our country. A student shouted out the class song "Loyalty to the Country", and a newly assigned student said, "We haven't sung yet!" At that time, I agreed to let the old classmates and new classmates sing together. Although the schedule has changed, the whole class has reached an emotional climax. Even in the teaching process of the next unit, students in each class will sing "Serving the Country with Loyalty".

Through this incident, I am more aware that the new classroom emphasizes teachers' teaching wit and adaptability. By analyzing some resourceful behaviors in class and thinking rationally, we can become a good teaching resource.

Reflections on the Teaching of "Yellow River Fu" 5 "Yellow River Fu" is a poem that expresses one's mind directly in the second volume of the seventh grade Chinese textbook published by People's Education Press. It is the lyrics of Ode to the Yellow River in The Yellow River Cantata. Poetry eulogizes the great and strong spirit of the Yellow River with the fighting melody like the Yellow River and unruly blood, and inspires the Chinese nation to forge ahead bravely. With its majestic momentum and epic heroism, it has infected China people from generation to generation and touched the hearts of every Chinese descendant.

First, experience the beauty of language and artistic conception with beautiful reading.

I focus my teaching on emotional reading. Because I always think that if students can read poetry with emotion, it is very beneficial to grasp the ideological theme of the article. In class, I attach great importance to arousing students' personal feelings, arousing their problem consciousness, guiding them to take the initiative to participate in the class, and returning the thoughts, feelings and experiences gained in the class to themselves again, thus improving their personal Chinese literacy.

Second, the spirit of students' autonomy, inquiry and cooperation can be fully reflected.

In class, students heard rough and unconstrained music, saw fascinating pictures and talked about their own gains. Students entered the situation and their enthusiasm was high. Students read in groups and teachers and students read together, which pushed the teaching to a climax.

Third, the classroom capacity is large and the classroom links are closely connected.

In this class, there is a great ability to listen to songs, read poems and appreciate. This class takes "ode" as the center and "ode" as the theme, which runs through the whole class, so that patriotism and love run through the whole class. Naturally achieve the purpose of moral education and aesthetic education.

Reflection on Huang's Teaching Chapter VI Poetry is more about thinking in images and paying attention to meaning. When a poet describes something, the purpose is often not to say what it looks like, but to express his thoughts and feelings; Writing scenery is lyrical by borrowing scenery, and chanting things is lyrical by borrowing things. These images and emotions depend on the expression of poetic language. Therefore, when teaching poetry, we must not move from abstraction to abstraction. Teachers can make full use of the infection of expressions and actions; Teachers' intuition of drawing on the board; The recorded music and the use of CAI courseware are abstracted into images. All aesthetic activities in poetry teaching begin with students' direct perception of aesthetic objects, and are constantly enriched and deepened in this process.

First of all, with the help of American books

The so-called beautiful reading refers to reading aloud with rhythm and emotion (Ye Shengtao's language). Poetry, mainly through rhythmic and emotional reading to experience the beauty of language and artistic conception.

To read modern poetry beautifully, we must first grasp its ideological nature and determine the emotional tone according to its ideological nature. According to the emotional needs, establish the speed of speech. Ode to the Yellow River sings the thunderous momentum and roaring voice of the Yellow River, and even writes the spirit of the Chinese nation, which is not afraid of difficulties, dares to explore and forge ahead. Connecting with the characteristics of the times, it is passionate, vigorous and tragic to read! Then according to the artistic conception of the poem, determine the length of light reading and stress, and read the charm of the poem. Flexible and diverse forms, teachers demonstrate reading, students read individually, read in groups and read together.

Second, with the help of music.

As the ancients said, every sound is born of human heart. People's experience of music is a kind of spiritual feeling, but for ordinary literary works, it may not produce spiritual * * *. The music of Ode to the Yellow River is magnificent and passionate, showing steep canyon rapids, turbulent eddies and reef waterfalls, and praising the magnificent momentum of the Yellow River with a long history. After listening to this, the students were full of passion and emotion, and they were inspired and edified.

In a word, we should not only explore the aesthetic objects with rich aesthetic value, but also use all feasible means, such as using objects, pictures, music, aesthetic reading, empathy, etc., to enrich students' aesthetic perception, so that students can have a profound understanding and enlightenment of the ideological content of poetry works, so that their emotions can be strongly echoed, thus dyeing the author's emotional tone. Therefore, when we teach poetry, we should fully explore the aesthetic feeling of poetry itself and make students feel that even boring philosophy is beautiful and acceptable. Only in this way can the whole process of poetry teaching be enveloped in the specific atmosphere and emotional appeal created by teachers and students, and students can perceive and appreciate beauty in a harmonious, warm, lively and aesthetic classroom atmosphere.

Reflections on the teaching of Ode to the Yellow River 7 Ode to the Yellow River was written in 1939, filled with smoke and bonfires burning all over China ... That special era was far away from the students now, so four sections were designed when preparing lessons: perceptual knowledge of the Yellow River (pictures and videos stimulate students' initial feelings); Read Ode to the Yellow River and explore the soul of the Yellow River (sense of reading, enlightenment and taste); Expand and extend (three small problems to broaden students' horizons); In-class test. The key and difficult point is to guide students to understand the emotions conveyed by the works in reading.

After finishing a class in a hurry, I found two shortcomings:

1. The role of "reading" in poetry teaching has not been brought into play.

Although there is model essay reading and students' free reading in the teaching process, students' free reading is rarely displayed. Although the students are given instructions on how to read aloud, the teacher has greatly reduced the students' reading in order to complete the teaching task.

2. Students' dominant position in classroom teaching is not prominent.

In the whole classroom teaching, teachers throw questions, guide students to think clearly and make students learn passively, so the classroom atmosphere is relatively rigid, students only passively accept in class, and their learning ability and thinking are cultivated, so the classroom efficiency is low.

Facing the classroom teaching of this class, I realize the bad habits in teaching, so I plan to improve in the following aspects in the future teaching:

1. Give full play to students' dominant position.

Students are participants in learning, and teachers should start from various channels in class to mobilize students' sense of participation. For example, class one is improved in teaching, and there are competitions and individual competitions in the design of reading links; Group match; Boys and girls reading contest. In this way, students participate in it one after another and experience the poetry content in reading aloud, then the next link will naturally be solved. Therefore, as long as you notice it, you can think of it, and you can do it if you can think of it.

2. Pay attention to the soul function of "reading" in poetry teaching.

A good article can naturally feel its charm in reading aloud, especially in poetry teaching. "Reading" should run through the whole classroom. Wandering in the world of words, it is an artistic enjoyment for students to feel the poet's thoughts and feelings, and to read their feelings can read far-reaching significance. After the same adjustment, in the article Ode to the Yellow River in Class One, the "reading" was consolidated. In the process of reading, students suddenly feel that the key word in the lyrics is "Wang", and they can also know the role of "Ah, Yellow River" that appears three times in the article.

Of course, there are still many shortcomings in the class. Thanks to the members of the same group for pointing out the shortcomings of this course without reservation, which made me study harder. A regrettable lesson! But who can say that teaching is not an art of regret? I just hope that I can reflect on teaching more clearly, know myself and improve myself in this class.

Reflection on the teaching of Ode to the Yellow River 8 is the lyrics of the second movement of The Yellow River Cantata, a famous musical work. The work creates a great and strong image of the Yellow River in the form of enthusiastic eulogy, and the language and lyrics are easy to understand and full of passion. It is a good example for students to receive poetry education and appreciate the art of new poetry, and it is also a good theme for students to receive patriotic education and enhance patriotic enthusiasm. When preparing lessons, I instinctively think that this kind of poetic teaching, mobilizing students' emotions, is of course the first condition for a good class. Therefore, my teaching design focuses on guiding students' perceptual reading, and guiding students to grasp the main parts of the lyrics as a whole is the key to deeply understand the text. When arranging the preview homework, I ask the students to fully understand the writing background of this poem with the help of the teaching aid "Quan Jie", and at the same time, through the initial reading of the text, I can roughly understand the simple patriotic feelings infiltrated between the lines of this article.

In class, the first stage of my teaching is mainly to clear the obstacles of new words. On the premise that students can read through the text, I will enter the second stage of emotional reading comprehension teaching. How to guide deaf students to read poems with emotion before entering the teaching of reading comprehension? This used to be an intractable problem that bothered me for a long time. In general schools, teachers often use "Defending the Yellow River" as the background music to ignite students' reading enthusiasm, so as to achieve the teaching effect of rendering feelings and deepening poetry understanding. And we deaf students can't hear and feel the power that music brings us to shock our hearts. Therefore, according to the characteristics of deaf-mute students, I instructed students to present poems in the form of oral+sign language+body language reading, which actually achieved good teaching results.

My specific approach is: first, unify sign language before reading. In this poem, most words can be expressed in sign language, but some sentences can't be expressed correctly. In this case, I will guide students to use oral+body language to solve it. Secondly, when reading aloud, we should correctly use the weight of gestures to "read" the emotion of the poem, strive to read it warmly and tragically, read the momentum of the Yellow River rolling and rushing, and read the great and strong anti-Japanese spirit of the Chinese nation. Only in this way can reading be in line with the overall reading tone of this class. Finally, on the basis of reading and understanding poetry, students are required to recite and recite the text. Looking back on the teaching of Ode to the Yellow River, I used the unique hand-reading of deaf students to run through the whole class. Through a lot of reading, I showed the grandeur and heroism of the Yellow River. At the same time, through "reading", students strongly realized the feelings of praising the Yellow River and the great Chinese nation, which greatly stimulated the national pride and patriotic enthusiasm of deaf students and achieved the expected results.

Huang's reflection on teaching 9 I still remember that in a teaching and research activity at school, I said to my junior high school Chinese teacher, Mr. Cheng, "I really want to relive the feeling of junior high school. Please give us a lesson. " Teacher Cheng patted his chest boldly and said loudly, "OK, what class do you want to listen to?" Our group shouted in unison-Ode to the Yellow River. The joke is over. For more than ten years, I have heard numerous open classes at school, but Ode to the Yellow River has never been asked. I think this is a kind of writing. Teacher China will always be happy and will never choose to come to an open class.

Today, I went to Ode to the Yellow River. At this moment, my self-confidence is like the water of the Yellow River, but my thoughts are overwhelming.

I prepare lessons carefully. I watched two teaching videos and printed some teaching records. After learning from each other's strengths, I actually studied the teaching objectives of Unit 2, which can be summarized as three:

1. Read aloud repeatedly to perceive the ideological content.

2. Learn language skills.

3. Cultivate patriotic sentiments. I know such a poem can be simple. Reading aloud, as a main thread, runs through the whole classroom. But only by reading aloud, I am afraid that language analysis will fail, lacking the most effective content in Chinese class; I am afraid of lacking patriotism and losing the depth of the classroom. I struggled for a long time and decided not to let go.

Three plates are formed in my mind.

Read aloud first (gain motivation)-taste language (essence)-deduce reality (sublimation)

However, such a fragmented plate made me ignore that the most important "reading" for China people is actually a family. In reading teaching, students know to grasp key words. Students should reread the words "running" and "dividing north and south" to show the momentum of the Yellow River, and read the words "looking at the Yellow River rolling" longer ... I nodded frequently, trying to take advantage of the situation to record the speed of the water flow and show that the Yellow River flows thousands of miles. What is the difference between "looking" and "looking" in effect? However, all of a sudden, the classroom ideas I have designed clearly appear in my mind. Now that the language has been analyzed, what should we do next? I also designed a famous form teacher, Hong's poetry class. I learned that he first put forward demonstration questions from the perspective of language, so that students could ask their own questions from the perspective of word change and comparison. The whole class is lively, the students' feedback is effective, and the teaching effect is particularly good. If I solve language appreciation naturally now, what should I do next?

After some hesitation and contradiction, I decided to go by default, at least within my control. But the further down, the more dangerous I feel. The understanding of this word has been mentioned in reading teaching. The key is that no matter how students find words to replace its essence, it is similar. "Running", "lifting", "splitting", "rolling" and "outrageous" all show the beauty of the momentum and strength of the Yellow River. This appreciation link has essentially entered a boring and repetitive stage. Teacher Ma's comments hit the nail on the head, and I realized that reading teaching without substantive analysis is like a castle in the air, and "taste" and "reading" can be naturally integrated. Because of my artificial separation, I wasted a lot of class time, which could have been used to connect with reality and expand the depth. I designed and introduced the event "Mayor Nagoya denied the Nanjing Massacre" which caused an uproar on the Internet. I think students' patriotic enthusiasm will burn in the real conflict under the ignition of the poet, so the ideological charm of this class is self-evident. But I am still a teacher who lacks the wisdom to adapt and the depth of text interpretation.