Reflections on the Teaching of Chinese "The Mystery of the Moon"

As an explanatory text, The Mystery of the Moon has the usual features of this style: rigorous structure, strong logic and accurate language expression. Below I collected some thoughts about the teaching of Chinese "The Mystery of the Moon". Welcome to read!

Reflections on the teaching of Chinese "The Mystery of the Moon" 1 "The Mystery of the Moon" is a very interesting article introducing the knowledge of the moon. The first lesson begins with new words. I want to say new words in a new way to arouse their interest. So I designed a "new words" game with four levels. The first level has two tasks: the first task is "I can read", presenting new words in pinyin and requiring accurate pronunciation; The second task is to check and correct the phonetic notation in the textbook at the same table. The second level also has two tasks: to master the polyphonic word "Sa" and get rid of pinyin reading. From the second level to the third level, there is an obstacle to be overcome: "I can remember", and it is necessary to find out difficult words and exchange memory methods. The third level: "I can write". What should I pay attention to when writing these words? The fourth level: vocabulary homework, which is the most challenging level. All the words are right, the writing is serious, and success pays off. The students in the classroom are very active. They are all scrambling to read new words. I'm glad that some children who don't often answer questions raised their hands and answered a few questions. For this class, I don't have a good grasp of time and drag my feet. When the homework was approved the next day, I found that the students' homework was very serious, and many of them were not good at writing at ordinary times. This time, they all made progress, so happy. Students who successfully break through the barrier are selected for praise, and students with special prizes are rewarded. Their exercise books are circulated in the class.

There are some problems in the text teaching in the second classroom. The content of the lecture is not fully mastered, and the requirements for classroom content should be more clear. In the classroom, students' autonomous learning has made some progress, but I still can't keep up with the students. This requires me to be more familiar with the classroom content, design the content more comprehensively and extend the text better in the future teaching. The blackboard writing in this class is not very timely, so pay attention. The internship is almost over, and I know there is still a long way to go before the real teacher, so I will continue to equip myself well and work hard!

Chinese "The Mystery of the Moon" 2 "The Mystery of the Moon" Lesson 22, the third grade primary school Chinese, this article is a popular science article introducing the knowledge of the moon, starting with the beautiful scene of the moon in the sky, telling the surface of the moon seen by human beings after their first landing on the moon, then enumerating some mysteries related to the moon, and finally ending with "We will continue to explore the mysterious moon". The content of the article "The Mystery of the Moon" is close to the cognitive level of the third grade primary school students, and primary school students are interested in it. Therefore, I seldom explain it in the teaching process, mainly to let students read the text and show pictures about the moon, so as to enhance the perceptual cognition of primary school students and stimulate their interest in exploring science.

As the saying goes, "A good beginning is half the battle".

When I was writing the teaching design of "Mystery of the Moon", I carefully studied the textbook and scrutinized every sentence, and designed a very beautiful and passionate language to introduce the new curriculum, which gave students the wings of imagination: in the vast universe, there are many beautiful planets, and each planet is a mysterious and unique unknown world. In this lesson, let's learn about the mystery of the nearest planet-the moon! The language in the beautiful and rich caves soon brought the students into the vast and mysterious universe, which stimulated the students' desire to explore the mysteries of the moon, making this class half successful.

Then, I showed some beautiful pictures about the moon to guide students to imagine: "When night falls, a bright moon hangs high in the night sky. What kind of reverie did the bright moonlight cause you? " Inspired by this more inspiring language, students fantasize, plug in the wings of imagination and fly to the mysterious moon. For example, I used the sentence "For thousands of years, the unique beauty of the moon has left a deep impression on mankind, and people dream of landing on the moon as soon as possible and unveiling its mysterious veil ..." Naturally, students' desire to read the text has become stronger. By reading and studying the second paragraph, students have a preliminary understanding of the moon and know that the scenery of the moon is very strange.

The desire to explore the mysteries of the moon engulfed the children's hearts. Their hearts changed from the initial beautiful reverie to the desire to explore, to the surprise and strangeness of the scenery, and to doubt. I seized this opportunity, with the trend of "with the rapid development of science and technology, human beings have discovered many mysteries of the moon, but they have also discovered new unsolved mysteries of the moon". What are your unsolved mysteries? What unsolved mysteries are introduced in this paper? A word from a teacher is like a stone stirring up a thousand waves. The teacher suddenly opened the pot, and the students' thoughts wandered freely in the vast universe.

Finally, I firmly grasped the children's strong heart to explore the mystery of the moon and inspired the students: "What do you want to say at this moment?" The children scrambled to say, "I will continue to explore the mystery of the moon when I grow up." "I want to be a scientist and explore the moon in the future." "I think ..." At this time, I will let my classmates read the last paragraph together. At this time, the children's eyes sparkled with sparks of wisdom, which generated the emotion of exploring the mysteries of science.

Second, give full play to the advantages of modern educational technology, create situations for students and create a learning atmosphere.

The mysterious and distant moon is far away from people's lives, so it is difficult for children to understand the second paragraph of the text, especially "Crater Mountain, Moon Sea ……" is very abstract, and modern educational technology has played its advantage at this time. The beautiful moonlight pictures are so charming that people have infinite beautiful reverie. With the help of craters, the moon and the sea, students are taken to the mysterious moon, and the veil of the moon is unveiled to help students better understand the text. The photos of Apollo and two astronauts on the moon inspired the children's confidence and pride in continuing his scientific mystery. It also embodies the principle of combining language training with ideological education.

Reflections on the teaching of Chinese "The Mystery of the Moon" III. I didn't explain too much in teaching, but asked students to read the text aloud and provide students with pictures about the moon, so as to enrich their perceptual knowledge and stimulate their interest in exploring science. The teaching effect is very good, mainly in the following aspects:

First, the introduction of passion, stimulate interest

The imaginative language of opening classes gives students similar wings. As the saying goes, "a good beginning is half done", I introduce a new lesson in beautiful and passionate language: in the vast universe, there are countless beautiful planets, and each planet is a mysterious unknown world. Today, let's walk into the nearest planet-the moon, and explore its mystery! Beautiful language soon brought students into the vast and mysterious universe. The following passionate and inspiring words inspired the students' emotion and desire to explore the moon, which made the class half successful.

Then, in the beautiful pictures of the moon and the sky, guide the students to develop rich similarities: when night falls, a bright moon hangs high in the night sky, and the bright moonlight causes your reverie? In my beautiful introduction, the students have long dreamed of flying into the vast universe. Inspired by this more inspiring language, students have inserted similar wings and flew to the mysterious moon. Looking at the children's eager and imaginative eyes, I know that I have stimulated their desire to learn and mobilized their interest in learning.

Second, the ingenious integration of information technology and text.

The ingenious integration of information technology and text enables students to read creatively from multiple angles, expands the thinking space, enables students to read creatively from multiple angles, and makes up for the shortage of teaching materials. For example, when students study "craters and deserts of the moon", I use pictures and explanations to give students an intuitive visual experience. When expanding the unsolved mysteries of the moon, we will show other unsolved mysteries to students with the help of multimedia, so that students can once again cast a mysterious veil on the moon and stimulate their desire to explore. The most wonderful part of this class is to bring information technology into the classroom, which promotes the development of the text content. In the autonomous study before class, children make full use of their information skills and collect pictures, legends and related knowledge about the moon in various ways. Guide the children to sort out the collected data and ask questions through group communication. In the classroom teaching, I made very effective slides according to the needs of the text, with rich content and beautiful pages, such as the moon poetry anthology, the quiet moon color picture with the soothing music clip of "Moonlit Night on the Spring River" and the video clip of 1969 American astronaut landing on the moon. I make reasonable integration according to the needs of the text in class, so that information technology can effectively serve the text and promote the development of the text.

Second, pay attention to reading, reading comprehension

Although this course is an introductory article, the resources for reading training are very rich. To understand the strangeness of the lunar world and the mystery on the moon, full reading is the premise. Based on reading, introduce questions and stimulate students' interest in science. In reading aloud, give targeted guidance to make students read aloud in a hierarchical way. For example, the reading guidance of "Strange Scenery on the Moon" and "Several Mysteries of the Moon" enable students to understand the text content in a specific context and expand freely. For example, in the first sentence of the text, "As night falls, a bright moon hangs high in the night sky. The bright moonlight has caused many beautiful reverie! " Because there are many new words in this sentence, it is easy to mispronounce, so I inspire students to "daydream" through multimedia pictures and various forms of reading (model essay reading, individual reading by name, synchronous reading). For another example, when studying the second paragraph of the text, I designed such a question: "What scenery did man see when he first landed on the moon?" Let the students find out the answer first, then read aloud to understand what "strangeness" is, and then understand "desert" after reading. Another example is: when learning the unsolved mystery of the moon, we can taste its beauty of words and accuracy of words by reading aloud, so as to achieve the purpose of "reading Chinese products" and "understanding from reading". The whole class is reading rather than speaking, and the book is very loud. Innovative students can not only ask and solve problems, but also walk out of the classroom with problems, so that knowledge begins in the classroom, not just in the classroom. I ask students to organically combine classroom language training with extracurricular life practice activities, and arrange tabloids to make "The Mystery of the Moon" for students after class, so that students can step into a wide range of social language space from a single Chinese classroom.

Of course, this lesson also has many shortcomings. The text of Mystery of the Moon is simple, and there are not many beautiful sentences that can be appreciated. Therefore, students' feelings when reading the text are monotonous, and it is difficult to stimulate their enthusiasm for learning. The classroom atmosphere is a bit dull, and students' ability to sort out and classify their collected data is not strong, which leads to the need for teachers to strengthen guidance in classroom communication, so that the classroom teaching time is not enough, which makes this class very regrettable.