Reflections on the Teaching of Hukou Waterfall

The dismal ending of the open class last week made me feel depressed. Thankfully, I have benefited a lot in the process of preparing lessons, grinding lessons and evaluating lessons.

After receiving the time for the open class, I immediately devoted myself to the study of Hukou Waterfall. At this time, I just got the qualification to participate in Wuyuan's "New Vision of Education-the First National Junior Middle School Chinese Teachers' Teaching Observation Activity". So I simply took textbooks and teaching reference materials and conceived teaching design while learning.

In my study, I quite agree with a teacher's teaching philosophy: the design of a Chinese class should have a double-line component of "humanistic theme" and "China element", and "humanistic theme" carries the task of "educating people with morality" and attaches importance to the infiltration of mainstream culture and traditional culture; "Chinese elements" are to cultivate the necessary Chinese ability: Chinese knowledge, appropriate learning strategies and study habits.

At this time, I have a preliminary teaching design, focusing on understanding the spirit of the Yellow River, and at the same time allowing students to acquire the relevant knowledge of travel notes independently in the teaching process.

When studying teaching reference, I found that there are too many tasks to be completed in this text, which need at least two class hours. There is no way but to do "subtraction". The introduction of tourism knowledge was deleted, which simplified the teaching of the author's first visit to Hukou Waterfall ... After deleting a lot of contents, starting from the title of "Hukou Waterfall", three links were designed: "Read the full text, understand Hukou", "find traces, taste the waterfall" and "interpret Hukou Waterfall and explore the author's feelings". The study of "what a big waterfall" runs through three sections, leading students to understand the special geographical environment of Hukou, finding out the "fixed-point scenery change" when the author looks at the waterfall, feeling the majestic momentum of Hukou Waterfall, and thus understanding the great character of the Yellow River.

After finishing the lesson in Mr. Liu's class, Mr. Liu said, "After listening to your class, I'm not sure about the purpose of designing this class." What do you want students to gain through this course? " Yes, what do I want students to get? I'm not sure myself. Just let the students feel the majestic momentum of Hukou Waterfall? Can students immediately understand the author's praise for the great character of the Yellow River and the Chinese nation when visiting Hukou Waterfall through such superficial learning? Why "this greatness only flashes out at the moment when we cross the spout and is seen by us"?

At the same time, she also pointed out: "I feel that you have not entered the text, and you can't infect students' emotions and guide them to have reverence for the Yellow River. "Ginger is old and spicy. Teacher Liu hit the nail on the head and pointed out the loopholes in my teaching design and the main reasons for my poor classroom effect.

Indeed, this "Hukou Waterfall" is a classic in terms of layout and wording; The scenery written is more magnificent. But I don't know why, I just can't get into the text, and I don't have an electric shock-like enthusiasm for the text. I began to jump out of the text and look for information about hukou and the Yellow River. Watch the video materials of Hukou Waterfall, close your eyes and listen to the surging sound of the Yellow River, and find the songs of the Yellow River Chorus to inspire you ... With the blessing of sound and pictures, you finally have some feelings about the majestic momentum of the Yellow River.

As a teacher, I have studied the text for more than 20 times, but I still can't find a sense of harmony with the author. What about the students? Can you have a * * * sound with the author only under the guidance of the teacher? Can they deeply understand the great character of the Chinese nation, which is "broad and generous, combining rigidity with softness, mighty and unyielding, unyielding and brave"? So, I studied the lesson again, hoping to find a grip to lead students to understand the author's strong feelings when he saw Hukou Waterfall.

When reading the book "Eighty Lectures on Chinese Teaching Design Techniques", I was particularly impressed by the teaching method of "grasping a word" or "grasping a sentence" proposed by Mr. Yu. This is a good time to practice.

? In order to solve the problem that students can't understand the author's emotion, I grasp the sentence in the last paragraph of the text: "Just like a person, he has his own personality after hardships;" When the Yellow River was driven up and down by mountains and underground stones on both sides, it also forged its great character. This kind of greatness only comes out at the moment when we cross the spout and are seen by us. "Two questions: 1. Why is the Yellow River rushing all the way but forced to "go up, down, left and right" here at Hukou? What's strange about the terrain here? 2. Why do you say that the Chinese characters of the Yellow River "only flash out at the moment of crossing the hukou and are seen by us"? The purpose of this design is to let students know the great character of the Chinese nation displayed by the author by exploring the reasons for the formation of Hukou Waterfall.

The teaching design draft is constantly improved in the process of polishing and revising, and finally finalized the night before the open class. However, the time left for me to familiarize myself with the links is not enough ... when I was in formal class, I omitted the most important summary link, which made the curriculum design not implemented. The students are very active, but I lack the state.

? When commenting on the class, the tutor in the studio pointed out the biggest loophole in my teaching design-no sense of style. The text selected in Unit 5 is Travel Notes, and Hukou Waterfall is the first text in this unit. After learning the text, students must be clear about the concept and characteristics of travel notes and master the methods of learning travel notes. Indeed, the eighth grade Chinese teaching should strengthen the sense of style, otherwise students will not be able to master the learning methods, writing will also lack the sense of style, and write "four unlike" compositions.

Through this training and class, I understand that Chinese teaching should have a sense of style, so that students can distinguish different styles and master different learning methods; Teaching design can realize the dual-track teaching of "China elements" and "humanistic themes". A lesson should not only teach Chinese knowledge, but also enlighten thoughts and feelings, and truly implement "one lesson and one teaching". The teaching idea should be clear, the teaching purpose should be clear, not "perfect", and two or three points can be implemented solidly; Finally, we must thoroughly understand the text, and teachers must have feelings, feelings and ideas about the text to lead students to immerse themselves in the text.

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