Reflections on the Teaching of Cao Chuan Borrowing Arrows

The text "Borrowing Arrows from a Straw Boat" is adapted from the plot of "Borrowing Arrows from a Straw Boat" in the famous Chinese classical novel "The Romance of the Three Kingdoms". The plot is twists and turns and fascinating. Below are the reflections on the teaching of straw boat borrowing arrows that I collected and compiled. Welcome to read and refer to them! Reflection on the Teaching of "Borrowing Arrows from a Straw Boat" 1

"Borrowing Arrows from a Straw Boat" This text states that Zhou Yu was jealous of Zhuge Liang's talent and asked Zhuge Liang to build 100,000 arrows in ten days, in order to frame him. Zhuge Liang fought with Zhou Yu in a battle of wits and courage, and used a clever plan to "borrow arrows" from Cao Cao, thwarting Zhou Yu's plot, which showed Zhuge Liang's courage, knowledge, resourcefulness, and superior intelligence. The text is relatively long, so how to teach both short and long texts in teaching so that students can easily understand the content of the story is a difficulty that I really want to overcome. Based on the actual situation of the students in my class, I try to do this:

1. Start with the topic, encourage students to question, and stimulate students' interest in exploring the text.

Teacher: After reading the topic, what do the students want to ask?

Student: What is a "straw boat"? /Why borrow arrows? / Who borrows arrows from a "straw boat"? / How to borrow arrows using a "straw boat"? ...

Teacher: Please read the text quickly and tell us what the "straw boat" in the text refers to?

Student: Arrange more than a thousand straw handles on both sides of the boat. This is the origin of the "straw boat" in the text.

Teacher: Please read the text again. While reading, think about the questions raised by the students themselves and see if you can find the answers?

Students read the text freely and get a preliminary understanding of the text.

2. Summarize and refine the issues to solve the three core issues of this lesson.

After students read the text, they have a preliminary understanding of the text. To achieve long-term teaching and short-term teaching, I guide students to extract the three core questions of this lesson from the many questions raised by everyone:

1. Why borrow arrows? (The origin of the story)

2. How to borrow an arrow? (The story of the story)

3. Did you borrow the arrow? (The result of the story) By solving these three questions, students will have a detailed understanding of the causes and consequences of the straw boat borrowing arrows, and in the process of interpreting the text to understand the plot development of the story, students can also understand the story through "Zhou Yu sighed and said: 'Zhuge Liang' I am really not as good as him in terms of his clever calculations. '" Guide students to think: What is it about Zhuge Liang that makes Zhou Yu feel inferior? From this, we can transition to the study of Zhuge Liang's character: Zhuge Liang knows Zhou Yu's heart, knows Lu Su's people, knows Cao Cao's nature, that is, he knows people's hearts; Zhuge Liang expected that the fog would fill the air at the fourth watch, which should be called astronomical knowledge, and he would even take advantage of favorable winds and smooth rivers. It can be seen that he knew the favorable location, coupled with his careful arrangements and clever deployment, the straw boat borrowed arrows successfully. Because of Zhuge Liang's "magical plan", Zhou Yu finally felt inferior.

Interpret and appreciate the text around three core issues, and reduce the complexity of the long story to simplicity. Practice has proved that this can indeed achieve the purpose of teaching a long text in a short format.

3. Retell the content of the story and encourage students to be willing to express themselves.

Retelling the text is the process of students absorbing, storing, internalizing, organizing and expressing the teaching materials. This process must not be omitted. Whether students fully understand the stories told in the text depends entirely on retelling the text. One link. Before asking students to retell the text, I first divided the students into three groups and talked about the origin, process and results of the story of straw boat borrowing arrows, and then combined what these three groups of students said together to tell a complete story. When the students finished speaking, I also asked the students to write down the story in their own words. After writing and revising it, students are invited to stand on the podium to practice reciting the text on the spot. With the help of retelling the text, students will virtually internalize the words in many sentences in the story of Cao Chuan Borrowing Arrows into language they can use. This is undoubtedly an effective training method for deaf students to improve their language skills.

It is said that "there is a method for teaching, but there is no fixed method for teaching. The most important thing is to get the method." In the Chinese teaching of deaf education, we must bravely try, boldly innovate, and teach deaf students to learn Chinese using methods suitable for them. , to improve the effectiveness of classroom teaching, we need to work together! Reflection on the teaching of "borrowing arrows from a straw boat" 2

The text "borrowing arrows from a straw boat" is adapted from the plot of "borrowing arrows from a straw boat" in the famous Chinese classical novel "The Romance of the Three Kingdoms". The plot is tortuous and fascinating. . The whole story praises Zhuge Liang's miraculous calculation.

In the teaching design of this article, I strive to cultivate students’ comprehensive Chinese literacy of independent reading, independent perception, and cooperative inquiry, pay attention to the guidance of the exploratory reading process, grasp the main issues, and solve problems in a timely and appropriate manner. Asking for interesting points can help students understand the text content more thoroughly and grasp the characters more accurately.

This lesson is designed to go straight into the study topic, firmly grasp the key word "magical calculation", which affects the whole body, and use it to radiate the whole text, getting rid of "redundant plot analysis, tedious plot analysis" With the traditional model of "question design and rigid explanation of chapters", the whole class takes students as the main body and inquiry as the core, which fully embodies the people-oriented and thinking-oriented approach and integrates students' active research into reading activities.

And closely follow the key points of unit training, guide students to grasp key words and sentences, so that students can unconsciously understand the text and comprehend the living characters in the process of "reading, exploring, and comprehending", and expand related articles and videos, and extend to The whole novel makes students interested in reading "The Romance of the Three Kingdoms".

However, there are many shortcomings in this class. I feel very sorry that the actual situation and stage fright of the students were not taken into consideration when preparing the class. As a result, the areas that should have excelled did not reach the climax, and even guided the reading. When there is a slight top-heavy deviation, etc. In short, there are still many places that are unsatisfactory, and we sincerely invite experts to provide valuable opinions. Reflection on the Teaching of Borrowing Arrows from Straw Boats 3

The text "Borrowing Arrows from Straw Boats" is adapted from the relevant chapters in my country's classical historical novel "The Romance of the Three Kingdoms". The text mainly writes that because Zhou Yu was jealous of Zhuge Liang's talent, he spent ten days making a hundred thousand arrows to embarrass and frame Zhuge Liang. Zhuge Liang and Zhou Yu battled wits and used a clever plan to "borrow" arrows from Cao Cao, thwarting Zhou Yu's plot, which showed Zhuge Liang's extraordinary courage and intelligence. The main material in my class is the part about how Zhuge Liang used a straw boat to borrow arrows.

The whole teaching process has clear ideas, outstanding teaching focus, active classroom atmosphere, students’ desire for knowledge is stronger than usual, curiosity and initiative can also be mobilized by me, teachers and students cooperate well, and the teaching goals are Basically complete. I think the main highlights are reflected in the following aspects:

1. Fully explore the information in the article and develop students' language skills.

The unity of instrumentality and humanism is the basic feature of Chinese courses. The instrumental nature of language is particularly important for deaf students and is an important guarantee for their language learning and long-term development. In the classroom, I capture every word and sentence in the article that is closely related to students' life and study, and let students practice reading, speaking and writing to enrich their word accumulation and improve their language expression and application abilities.

For example, in this lesson, for common sentences such as who is doing what and who is doing it at the same time, the words and sentences are rewritten into sentence patterns such as quilt sentences. There are also metaphors used to describe what, and rhetorical questions are changed into I dug out materials such as declarative sentences and interspersed them in the classroom for students to practice speaking and writing, which not only developed the students' language but also consolidated the knowledge they had learned.

2. Firmly grasp the main information of the text, create doubts and interest, and stimulate students' desire for knowledge.

The German educator Di Stowei once pointed out: "The art of teaching does not lie in imparting skills, but in motivating, awakening, and inspiring." A warm and lively teaching atmosphere will not form naturally, nor will it last forever. of. Teachers should use effective methods to create and enhance the atmosphere of classroom teaching, so that students can have a sense of freshness and a strong desire for knowledge, so that they can naturally integrate into the teaching theme. One of the best methods is to seize the material in the text and create doubts and interest.

In this lesson, I conducted an in-depth interpretation of the text and thought deeply about the teaching process: the process of letting students borrow arrows from straw boats will naturally lead to the result of delivering arrows as scheduled, thus Should we marvel at Zhuge Liang's miraculous calculation, or should we start with the results first and then explore the process of borrowing arrows? Based on the characteristics of the students, I chose the latter. Let students understand Zhou Yu's state of mind from Zhou Yu's sighs, read and imitate them, and thus perceive Zhuge Liang's magical plan. At this time, when the students' emotions were high, they promptly asked the question: Where is Zhuge Liang's magical calculation? How did his plan to borrow arrows succeed? This stimulates students' interest in learning and activates the classroom atmosphere.

3. Make full use of multimedia and physical teaching aids to let students use their mouths, minds and hands-on skills.

Russian educator Ushensky once said: "Attention is the only door to our soul. Everything in consciousness must pass through it before it can come in." Attention is the way for students to learn and master knowledge. Prerequisite: In the classroom, I pay great attention to using a variety of means to attract students' attention to classroom materials.

For example, when reviewing the preparation for borrowing arrows, I showed a "straw boat", which immediately attracted the students' attention, and then asked the students to talk about borrowing arrows based on the "straw boat" Preparatory work not only stimulates students' interest, but also cultivates students' expression skills. Another example is when I was taught that Zhuge Liang ordered "the bow of the boat faces east, the stern faces west, and is spread out in a row." I drew a simple picture and asked the students to swing the prepared paper boats. The students were very interested. , making the classroom atmosphere more active and students more motivated to learn. There are deficiencies:

1. Whether the concrete teaching materials are scientific.

The reason why the straw boat borrowed arrows was successful was because Zhuge Liang understood astronomy, people's hearts, geographical advantages, courage and strategy. It is quite difficult for students in our class to summarize these reasons from the process of borrowing arrows from straw boats. Combining the characteristics of the students and the information in the text, during class I tried to guide the students to summarize the more specific and superficial reasons for "understanding the weather, knowing Cao Cao, knowing the location, and having courage."

After thinking about it after class, I felt that the reason was specific and easy for students to understand, but the connotation was also narrowed and it was a bit "out of touch" with the contextual information. For example, understanding people's hearts includes understanding Zhou Yu and Lu Su mentioned above. From this point of view, "knowing Cao Cao" can be used as one of the reasons for the success of borrowing arrows, but it is obviously lacking as a "generalization".

2. The understanding of Zhuge Liang’s magical calculation is not deep enough.

The success of Cao Chuan Borrowing Arrows is precisely based on Zhuge Liang’s ingenious calculation. So, where is his "god"? Where does "wonderful" appear? It can be said that the process of borrowing arrows reflected this characteristic of his: he calculated that there would be heavy fog on the river in three days, he calculated that Cao Cao would not dare to send troops to fight, he calculated the arrangement of the ships, and he calculated that the return journey would be smooth... .. It can be said that the article reflects Zhuge Liang's resourcefulness and clever calculations.

But in the teaching process, I just designed several questions to serve the goals based on the teaching goals, leading students to think and analyze. Obviously, this analysis is not comprehensive and in-depth enough.

3. The cause and effect of the matter should be pointed out immediately.

Many things in this text have causes and consequences. After studying the students' understanding ability, I just designed the questions to let students find the reasons, while ignoring the "results". For example, when Zhuge Liang's ships approached Cao Ying, I just guided the students to understand why Zhuge Liang ordered the sergeants to beat drums and shout? Instead of asking: What will be the result of beating drums and shouting? I moved on to another question, although the other question also answered this result.

In short, this lesson has its highlights, but there are also some shortcomings that will be improved in the future.