Reflections on the teaching of "Writing Fairy Tales" 1 Writing Fairy Tales is the theme of composition training in Unit 7 of the first volume of Chinese in Grade Three. I consulted a lot of relevant materials when preparing my composition, which should be said to be deeply inspired. After careful consideration, I formed the teaching design of this theme. After this class, I feel that the design of several links is successful.
First, create a relaxed atmosphere.
To stimulate students' interest, I think the most important thing is that the form of stimulating interest should be practical and ingenious, not complicated. Play the clips of Toy Story that students like before class to provide students with a relaxed atmosphere and situation. The next link is also to learn in the form of dialogue, not in a formal way, which makes students afraid of homework. Make them interested in writing their own fairy tales.
Second, pay attention to internal and external integration.
Through the analysis of the well-known text "Pot and Tin Pot", this paper summarizes several key points of fairy tale writing, so that everyone can realize the three basic characteristics of fairy tales in communication. That is, using anthropomorphic techniques to write things into adults. Imagine boldness and fun in an exaggerated way. Everything in fairy tales is symbolic, and you can understand some truth after reading it. Let the students grasp these points and do exercises. When learning to appreciate clips, I mainly lead you to learn how to portray characters by grasping the protagonist's demeanor, movements, language and psychology. After communication, we all realize that this passage not only captures the protagonist's movements, language, demeanor and psychology, but also uses rich words, which makes us feel the arrogance and irrationality of tin cans and the modesty but not weakness of clay pots, thus making it clear that the expression effect of detail description is more vivid.
Third, give students enough time to think.
First of all, think about who to choose as the protagonist of fairy tales; Guess what will happen between them; Let the students think about the story in detail; Finally, think again before you start writing, that is, make a draft with your heart. Only by thinking repeatedly, choosing the protagonist and thinking about the general plot can students write a complete story.
Fourth, give students full opportunities to communicate.
Every time students think fully, there will be exchanges and exhibitions, whether at the same table, in a group or in the whole class. Students collide with sparks of thinking in communication. In every communication, students will be inspired by other people's stories and constantly improve their own stories. Especially in group communication, students give advice. In class communication, students learn to listen and get inspired by their stories. The link of mutual evaluation is a means to check whether students listen carefully in time, and also to let students learn to evaluate, so that teachers can pick out the students with the best stories from their feedback and communicate in the whole class.
5. Infiltrate the operation requirements in the evaluation.
In this practice teaching, I think the most important thing is that when two students are telling stories, the teacher should consciously guide one student to be specific and the other student to be vivid, and organically infiltrate the practice requirements into the teaching through dialogue, evaluation and guidance. This is the teaching of "Spring Breeze and Rain". In order to guide the students to make up stories, I summed up the golden finger according to the children's answers: fairy tales are wonderful and everything can think; Action language plus expression, using exaggeration and personification; The story is complete and organized, and the ending should be clear.
Disadvantages: I feel that the problem with this composition teaching is that there is less time left for students. Students have no time to write after writing the topic. It seems that there are still some shortcomings in the design of teaching links. I will exercise more when I prepare my composition in the future.
Reflections on the teaching of fairy tale writing II. After I knew that I would undertake the instruction of writing animal fairy tales in the district open class, I began to conceive how to teach this course well. Fairy tales are not unfamiliar to students, but also their favorite literary genre. It can be said that students read fairy tales. Their interest is very strong. According to the usual way of thinking and guidance, it is to stimulate interest first, then expand ideas, then guide writing methods, students practice, and finally evaluate and correct. But this time I adopted the guidance mode of writing first and then guiding. The whole preparation process made me realize the importance of designing effective active learning activities and being able to play its role to realize effective teaching.
Combined with our small research on the preview of grade three, I designed the following preview activities under the guidance of the exercise learning objectives: students should ensure that they have time to read fairy tales during the extracurricular reading time three weeks before the exercise class; Share your favorite fairy tale you read recently one minute before class; In half a class, let students look at a picture and edit a fairy tale. In the process of editing, I guided them to choose more attractive plots to continue editing. The purpose of designing these activities is to make students feel the characteristics of fairy tales as much as possible from reading and stimulate their interest in creation and editing. During the activity, I found that students' desire to create fairy tales was aroused and their enthusiasm for creating fairy tales was high. I think this has stimulated students' imagination and further stimulated their interest in creating fairy tales. After half a creative class, students are still not satisfied, and the step of stimulating interest has been realized. But at the same time, I found that when they tell stories, most of them are not very clear about the content of the stories, which may be related to their limited language accumulation. Originally, the story was well conceived, but because it was unclear, it did not reflect the interest of the story. So we discussed this problem in the grade collection. How do students write an interesting animal fairy tale? Fairy tales are interesting and wonderful, not only because stories can attract people, or make readers have all kinds of reverie, but also because of the wonderful dialogue between characters. Starting from Unit 2, the students have learned to describe the dialogue between characters. Then guide the students to express the story clearly by describing the dialogue, so that they don't have to write too many declarative sentences. Designing dialogues and writing them well is actually to cultivate their imagination. Therefore, we finally set the focus of this exercise as guiding students to learn to write stories clearly and interestingly with descriptive dialogues.
Then, a trial teaching was carried out, and I was fortunate to get the guidance of former teaching researcher Cai He and now specially invited teaching researcher Chen Tianlan. The effect of the trial teaching is not ideal. I asked the students to observe a picture to summarize the main idea of the story, and then summarize the main idea of the story conceived before class, which put forward the requirements. In the first semester of grade three, students still need to sum up the main idea under the guidance of the teacher. In the whole class, students' enthusiasm for learning is not enough. Because students have tried to conceive a story and write an outline in the form of painting during the preview period, their interest is mainly in their own practice. But I spent too much time observing the single picture presented in the courseware, imagining the dialogue, comparing and evaluating the story model essay written according to this picture, and then summing up the writing methods to be guided in this lesson to guide this part, but not enough time to guide the students to conceive the story. In addition, I introduced a competition to stimulate interest in the class, but it was not used later, which did not reflect the actual effect. When students communicate their stories, they don't express clearly, and their comments and suggestions are not in place. Some students don't even pay attention. When writing a story, some students can add a description of the dialogue, while others don't know where to start. Teacher Cai's point of view inspired me. Since students' interest lies in their own fairy tales, they should be guided according to their stories.
In fact, through the trial teaching, I also found that it may be better to let students conceive their own stories in the form of cartoons in pre-school activities. Students drawing cartoons is more helpful to clarify their own thinking, because I saw a complete story expressed by many pictures from the pictures handed in by students in my class, and even made up a simple dialogue between the protagonists. The student's story is well conceived and the idea of the story is clear. The difference is expressed in words. Let them write down the story first and see if they can write it clearly, so that the guidance will be more targeted and targeted. So I decided to change the usual guidance mode of "writing before guiding" and implement "writing before guiding"
On the basis of the pre-school activities mentioned above, students write their own fairy tales according to the requirements of unit exercises, and the teacher will not guide the writing methods for the time being. I read the students' first drafts carefully. Except for one student who only wrote a few sentences, all the other students wrote short stories and could write a complete story. What surprised me most was that most of the students used dialogue to describe the tips, and some even used three ways to describe the tips. The main problem of expression is that although there is dialogue description in the exercise, it is very simple, or it only appears at the beginning and end of the story, which is not helpful to write the story clearly; Colons and double quotes cannot be used correctly; The sentence is not fluent. In view of the situation reflected in the first draft written by students, I am quite clear about this exercise tutorial. The teacher's later guidance focuses on guiding students to learn to find out the more clear and interesting places in the story through dialogue on the basis of their first draft, and then imagine and design the dialogue content.
The first step of "guiding" teaching in this class is to appreciate the model essay and summarize the main points of the method. I will first show a picture and a fairy tale model essay written according to the imagination of the picture to guide students to appreciate it. Students will soon find out what is good about model essay and what is its biggest feature. On the basis of their comments, I make a summary and write the key words on the blackboard. In this way, students can understand that things can be written clearly through dialogue description, and the tips in dialogue description will be more exciting by describing how to say them. I also mentioned that there are three forms of tips in the text, which encourage reference but are not required. Originally, I was going to guide the students to find that the model essay should be written in sections, so that the story would look clearer. But I forgot, it seems that improvisation is not sophisticated enough. I thought of it in class and wanted to find an opportunity to supplement it. Later, when a student was evaluating his classmates' works, he raised the question that it was unnecessary to divide them into natural paragraphs. I seized the opportunity to supplement the function of segmentation and put forward this requirement.
The second step is to evaluate students' works and learn how to use them. On the basis of learning to appreciate, I showed two typical student exercises before class. The first one uses dialogue to describe the story, which is fairly clear, but the colon and double quotation marks are not used correctly, and the sentence is a bit confusing. The second one is only described by two dialogues at the end of the story, and the story is not clear enough. When commenting on the first article, I asked the teacher and the students to revise punctuation marks together, so that the students could review and consolidate the correct usage of colon double quotation marks again. When making suggestions for the second article, I focused on guiding students to find out where to make the story clearer and more interesting by designing dialogues. Students found two places. Then imagine, work together at the same table and have a dialogue. The content of the dialogue reported by the students can basically express the story clearly, but the design of the dialogue is not very exciting, but I didn't ask for further. I think it would be nice if all the students could master the writing method of this class. After all, it is the initial stage of the exercise.
The third step is to enrich and modify by methods. First, enrich and modify your own story, write it clearly, then communicate at the same table, make suggestions to each other, and then modify it. Here, it may be better if I remind the students at the same table to ask questions about the story, because answering questions will help the story writer find out what he has not written clearly. Then teachers and students compare and comment on the story after the second typical exercise, and continue to ask for changes in words and phrases. At this time, students further improve their exercises.
The fourth step is to communicate and share. Because of the time, I only invited two students to share the exchange, one of whom was the author of the first typical exercise. This is a pity, because students have a desire to communicate and share from the beginning, but they don't have enough time to do it in class, so they can only do it one minute before the next class.
Judging from the rich and revised exercises, students can basically write the story clearly with dialogue descriptions. Some students with learning difficulties can write simple dialogues, but they can learn this method, which is better than a few words.
This is the first time I have tried the "write first and then guide" practice instruction class. I used to think that students can't write well without the guidance of teachers, so why waste time, especially in the formal introduction stage of exercises for junior three students, we must teach them the methods first. Through this time, I understand that not all exercise topics are only suitable for "quoting first and then writing" I also think that "writing before guiding" embodies the teaching concept of "student-centered" and "learning as teaching" that we are all advocating now. At the same time, I think that the exercise tutoring class of "writing first and then guiding" can not be separated from the activities before school starts. Just like my homework instruction class, the first draft written by students is written on the premise of a series of pre-study activities. It is through reading a large number of fairy tales that students know that things in fairy tales can act and speak like people; By sharing their favorite fairy tales with classmates and creating fairy tales together, students realize that they should write interesting stories to share with you. By making up stories in the form of cartoons, I made clear my creative thinking, the main content and process of making up stories, and ensured the integrity of stories. These are the results of the students' pre-school activities in this exercise. The first draft written under this premise will help teachers understand the students' learning situation, make concrete analysis, further clarify the teaching objectives, adjust the teaching, and be targeted. However, if you leave the pre-study activities, the problems in the students' first draft may be varied or even nothing to write about. If teachers want to solve them all, I'm afraid they can't finish them in a limited period of time, with little effect, and even affect the completion of the learning objectives of exercises. Of course, active learning activities are designed under the guidance of practice learning objectives, in order to achieve practice learning objectives more effectively. So the goal of the whole learning process is very clear. Although the teacher will adjust according to the students' learning situation, it will not deviate from the learning goal of the exercise. Therefore, if teachers can design and carry out pre-school activities for good homework, they can better embody the advantages of "learning-oriented" and "student-centered".