Huangshan pines teaching reflection reflection reflection

							Reflection Reflection "Huangshan pines" Teaching Reflection

 text teaching reflection Huangshan

 "Huangshan pines" Teaching Reflection
 mouth Xiao-Hong Xu
 primary school teacher: We have has been studying the "Huangshan pines" This text,
now ask someone to silent reading texts, one sentence you are reading feelings.
 Health: (silent reading text)
 Teacher: under water talk about the book review?
 Student: I think the Huangshan pines really so novel!
 Teacher: ask someone to read carefully, you see where the Church of Huangshan
pines?
 Students: (students studying seriously again)
 Teacher: who should talk about the pines Huangshan, "Qi" Where?
 HEALTH: Let me say, whether in the Peak of Huangshan pines, or the cliff edge,
always able to grow longer than pine trees strange place.
 Student: I think it looks like Huangshan Qi Songqi people.
 Teacher: Where did you do that?
 Student: You see the three front-Song Yuping, welcoming pine looks a lot like those
who welcomed the arrival of guests; Peiqia pine looks like a standing view of the
guests, accompanied by guests; see a visitor looks like a stretched out arm loose and
guests who leave reluctantly. This is not very fancy it?
 Teacher: Where else can see Huangshan pines to "odd" to you?
 Health: taiwanensis 1000 all shapes and sizes, they pose different dynamics in
different, which explains its odd.
 Teacher: ask someone to have feelings freely read, read Pinus taiwanensis odd. At
the same time, think about, also describes the strange sentence Pinus taiwanensis
What is the difference? What are the benefits like this?
 (again, the students read the text input)
 health: to write many sentences Huangshan Song Qite, some written more than the
number of Pinus taiwanensis; some writing, it looked different; some static write it ;
some write its dynamics; some people with means to be written; some analogy
method was ... ... This allows taiwanensis more magical and full of vitality.
 ... ...

 Reflection on the Teaching of Reading, to guide students to integrate the image of
the perception of speech, verbal emotional feelings, verbal content of perception,
comprehension of how to appropriately use appropriate language but expression
expressive language skills combined skills, can contribute to better integration of
students house speech content, to truly feel the emotion of speech. So that students not
only know these, but know why they are so subtle text, a typical phenomenon of
speech and language skills of control and skill with the highlights in the minds of
students to form a structure schema 5 for students correct, vivid, Appropriate use of
language, good bedding. Teach the students three times a Deep and by example,
reading the surface to gradually understand the text from the content (or what), taste
words (how to write) to the language of "core" (Why do I write) to enter. In this way,
students read three times in full text on the basis of perception, so that students easily
comprehensible, ripe to comprehend the language rules: the same thing can be
expressed in different ways, thus avoiding the way of the future expressed in writing a
single, rigid phenomenon, the real achieve a learning language to enhance language
purposes.
  need to clarify is that there is an overall sense of language features, objective
language in people's language as the psychological sense, semantic sense of emotional
language, voice, feeling a sense of language skills, are blending together. Language as
contained in voice semantic language intelligence, voice semantic language situation
and sometimes penetrate the language, as in the above four areas and shows that the
language skills being in on one element of perception is often will affect other factors
sentiment. This article comes from [the website of Education] www.5udoc.com
collection and sorting, to thank the original author. / Center>