Reflections on the Teaching of lev tolstoy

As an excellent teacher, classroom teaching is one of the important tasks. Teaching reflection can effectively improve one's teaching ability, so how to write teaching reflection is appropriate? The following is my serious reflection (8 articles in general) on Chinese teaching in Grade 8 in lev tolstoy, for your reference, hoping to help friends in need.

Reflections on lev tolstoy's Teaching 1 lev tolstoy is an excerpt from the biography of Three Writers, which is long in length, ***9 paragraphs and single in content, and all of it is a description of Tolstoy's portrait. In order to handle such a long article in a class, we first encounter two problems: first, the article is too long, and it takes students at least 10 minutes to read it all in class, but reading the text from the teaching law is a necessary teaching link; Second, the content of the article is single, which can not arouse students' interest in reading. If students are unfamiliar with Tolstoy, there will be obstacles in understanding the text. In my opinion, in order to teach this lesson well, we must solve these two problems and find a suitable starting point in the treatment of teaching materials.

The content of this selected article is single, but at the same time, it should be noted that this is one of the characteristics of this article: on the one hand, it shows Tolstoy's appearance, on the other hand, it reveals Tolstoy's profound inner world. As long as students' interest in reading is aroused, text reading is still very easy. The best way is to arouse students' curiosity. Before class, I introduced Tolstoy's experience and main achievements, and then asked the students to talk about what Tolstoy, a great writer of noble birth, would look like. In the second step, I put forward the visual sense of words to make students curious about the writing language of this article.

Based on the length and structural characteristics of the article, I made a bold idea to cut the article into two parts to read. Look at the first five paragraphs first. This part depicts Tolstoy's appearance and highlights people's impression of him-"maladjusted, rough, mediocre and even vulgar"; Then look at the last four paragraphs, describing Tolstoy's unusual eyes, highlighting the connotation of the article-the nobility of people lies not in appearance but in the soul.

Based on this idea, I designed the following links:

1, please compare your imagination of Tolstoy before class with the description in the article, find out the differences, and then talk about your experience.

2. Experience the expressive effect and subtlety of rhetorical devices such as exaggeration and metaphor.

This part is the key point. I will interfere with Mr. Qian Zhongshu's view on reading metaphors: "In Mr. Qian's article" Guan Zui Bian ". Justice in Shi Mao. There is a rickshaw ",through wonderful exposition, I pointed out that we should understand the" emotional value "of metaphor in literary works and not cling to its" visual value ". In other words, in the specific context of metaphor, we should understand its emotional intention and not stick to the real image. For example, "apricot face and peach cheeks" is a common metaphor for women's beauty, which describes that women have all bright, moist and radiant faces at one time. If you don't use "emotional value" to understand and only focus on "visual value", you will be disappointed and die under the sentence. If her female cheeks are really "peaches and apricots", it is not a monster! This is also the reason why metaphors in literary works cannot be expressed by painting and sculpture. For example, "petals are like her face, willow leaves are like her eyebrows". If we sit down and look carefully, it will be puzzling to draw a portrait according to this. Therefore, the metaphor in literary works is "to combine and divide, to be the same while reserving differences, not to accept generation after generation." "This will enable students to understand metaphors more accurately. Fee courseware. The garden is deeper.

In this part, I also introduce the portrait description of Tolstoy in romain rolland's Who's Who, and compare it with the text to find out the similarities and differences of their brushwork, so as to further appreciate the beauty of metaphor.

3. Discuss in groups and experience the expression effect of the characters described in the text. After discussion, students can make it clear that Tolstoy's mediocre and even ugly appearance in the first half of the text contrasts with the description of eyes in the second half; Focus on describing eyes and eyes to show the extraordinary things of great writers; Through the description of the appearance of the characters, the inner spiritual world of the characters is revealed.

In this article, I divide it into two parts, focusing on the expressive effect of metaphor and exaggeration. Students' interest has been improved, and they have a certain understanding of the expressive effect of metaphor and exaggeration, and they have realized long writing and short teaching.

Reflections on Tolstoy's teaching II. Lev tolstoy is a biography of the first unit of the second volume of Chinese in the eighth grade published by People's Education Publishing House. It is different from other biographies, writing about his life and main deeds. This article mainly describes Tolstoy's appearance, and uses a lot of metaphors and exaggerations, which not only shows his unique appearance characteristics, but also reveals his profound spiritual world through the description of his sharp eyes, and also shows the author's reverence and praise for him. According to the teaching requirements of this unit, cultivate students to learn to describe the appearance of characters and reflect their personality characteristics. I designed it according to this requirement.

In the whole design process, I focused on the efficient classroom model of the school and my own classroom model. Fully embody the teaching concept of "independence, cooperation and inquiry", strive to pursue the teaching effect of "full student activities, solid language accumulation and rich emotional experience", and strive to achieve poetic residence in Chinese classroom and happy travel in Chinese learning.

Lev tolstoy is a difficult article, and it is very difficult to understand it thoroughly, because it needs to be understood in combination with the reality of Russia at that time and Tolstoy's life. Therefore, in the actual teaching, I also try to reduce the difficulty and try to explain it in vivid language.

Of course, there are many shortcomings in this class: the reading of the text in this class is not enough, and there are a lot of languages in this class that need to be carefully evaluated and studied in combination with reality, so I want to learn languages in the second class, especially vivid languages that describe eyes. There are still a few students with poor understanding ability who definitely didn't learn well and need after-school counseling. The classroom atmosphere has not achieved the expected effect and needs to be strengthened. There is still a lot of superficial knowledge because of lack of experience. I hope I can get criticism from leaders and colleagues and make my class more mature and perfect.

Reflections on Tolstoy's teaching. Cultivating students' writing ability through reading teaching has always been a very important part of Chinese teaching. By describing Tolstoy's appearance, this paper shows his profound and rich inner world, and reveals the author's reverence and praise for him in his description by using rhetorical devices such as exaggeration and metaphor. This should be a good model essay to guide students to describe their appearance. So in the teaching process, I first let students observe Tolstoy's portrait and dictate. On this basis, let the students read the text and understand how the author describes Tolstoy's appearance. In this contrast, students can clearly feel their lack of observation and description of characters. Then, grasp the description and rhetoric of the eye to explain, so that students can clearly understand its role. Finally, describe the student's appearance, and other students will guess. The students are very interested. This can not only train students to grasp the characteristics of characters in description, but also train students' language application ability by using rhetorical devices such as exaggeration and metaphor. In this session, let the described person compare with the described fragment. Other students point out the advantages and disadvantages of writing, and the teacher supplements them, so that the students can improve their original level again.

Tolstoy is a world writer, and students should know something about him. Therefore, students are required to collect information about Tolstoy before class and communicate in class. The students did a good job, not only getting to know this great writer, but also cultivating their ability to collect information and learn independently. It's just that some students don't process the collected materials, but only read them word for word in the process of communication. This situation needs to be improved.

The teaching of Reflection on lev tolstoy 4 has been started for two weeks, but the students' learning situation is not very good. On the one hand, it may be that the winter vacation is too relaxing and has not been adjusted. On the other hand, it may be that the teacher did not arouse the students' learning enthusiasm. Start class and set goals. I asked the students, "What do you think we should learn in this class?" The students have many opinions. One is about appearance, spirit, experience, achievement, writing technique, structure and sentence understanding. Class two talks about looks, spirit, deeds, sentence appreciation, writing techniques and structure, and it is beginning to smell like nonsense. Then I asked them how these goals were obtained, and led the students to draw a conclusion that the basis for determining the learning goals was pre-class tips, article content, after-class exercises and old knowledge. Second, add one: exaggerated rhetoric and its function. Determine the objectives of this course. Class one chose appearance and exaggeration. Class two starts with looks and spirit. "

Step 2: Self-study and group discussion. Before studying, ask "Do you know what to do to accomplish these two learning goals?" Let everyone know that to find the appearance part described by the author, circle the keywords; Mark sentences with exaggerated rhetoric.

The third step: the whole class exchanges and the teacher guides. Exchange views on two issues. The teacher gave instructions to clarify the writing technique of restraining first and then promoting, and the writing order from main to secondary.

Reflections on lev tolstoy's Teaching 5 A portrait painted by Stefan Zweig (1881-kloc-0/942) for the great Russian writer lev tolstoy not only shows us Tolstoy's unique appearance characteristics, but also reveals Tolstoy's profound spiritual world.

A major feature of this paper is the extensive use of metaphors and exaggerated rhetoric to depict characters. This paper uses a lot of space to write Tolstoy's mediocre appearance, which is not only a true portrayal of Tolstoy's portrait, but also reveals that he is a member of the Russian people. Writing about the vulgar and ugly side of his face actually reflects the unparalleled beauty of his eyes.

Therefore, it is another major feature of this paper to depict the eyes in a large amount of space. The focus of this paper is to write about his eyes, through which he writes about his sensitivity and profundity, his outstanding talent as a great writer, and his life shared with all Russian people, which left a deep and strong impression on readers, mainly due to the clever use of metaphor and exaggeration. Metaphor is not the pursuit of likeness, but the pursuit of likeness: exaggeration highlights Tolstoy's morphological characteristics. So students should read carefully and find out the relevant sentences. "-the sentence impressed me the most, because-?" Thank you very much. The students' appreciation was good, so I practiced writing while the iron was hot, described the appearance of a classmate in this class, grasped the most prominent characteristics, and used exaggeration and metaphor to write. It is the students who really master this writing method and achieve the purpose of learning.

Lev tolstoy 6 Reflections on Teaching This article is the fourth lesson of the first unit of Chinese in the second volume of the eighth grade of People's Education Publishing House, which is selected from three writers of Zweig. The selected text is long, ***9 paragraphs, and the content is single, all of which are descriptions of Tolstoy's portraits. In order to handle such a long article in a class, we first encounter two problems: first, the article is too long, and it takes students at least 10 minutes to read it all in class, but reading the text from the teaching law is a necessary teaching link; Second, the content of the article is single, written by Austrian writers and translated by China, which can't arouse students' interest in reading. If students are unfamiliar with Tolstoy, there will be obstacles in understanding the text. I think we must solve these two problems before we can have a good class, but I met other problems in the course of class.

This class is an open class, and the teacher also gave many good suggestions and opinions. The good news is:

(1) The teaching attitude is generous and natural.

(2) Good Mandarin.

(3) Correcting pronunciation and fonts is better.

(4) The courseware is beautiful and attractive.

Of course, there are still many unsatisfactory places, such as:

(1) It takes too long to introduce the author and Tolstoy in detail.

(2) Noisy, the classroom order is a bit chaotic.

(3) No students read the text in this class.

(4) Cooperative inquiry can be used to embody the new curriculum concept.

(5) The introduction of common sense knowledge is a bit rigid and can be understood in many ways.

(6) The ductility is not good enough. Students should be advised to read more related works after class.

(7) The schedule is unreasonable. After class, some content is still in the middle, so it can be said that it is not a complete class.

(8) In the process of learning, it can be combined with writing to create more opportunities for students to practice writing.

(9) Let students form good habits and so on, and there are many more. It really benefited me a lot.

After a class, I feel that there are many problems in many places. However, with the help of so many teachers' comments, I will definitely work harder to improve my classroom and do a good job in every Chinese class. Open classes have brought me a lot of gains, and I will work harder in the future.

Reflections on lev tolstoy's Teaching 7 Today, the fourth lesson "lev tolstoy" is excerpted from Zweig's biography "Three Writers". Preview is arranged before class, and students are also required to watch Who's Who after class to learn about Tolstoy's life experience.

In class, I check the preview first, and the phonetic explanation of the new words is played during the roll call stage. I check the preview of other students between students. I feel that some students are avoiding my eyes, and some students close their books as soon as they walk in front of him. I know they're definitely not ready. I'm sorry. Let me check. Then I want students to find out the sentences that describe Tolstoy's eyebrows, beard, hair, skin and nose in an exaggerated way, and understand their expressive effects carefully. For such a simple question, the students still keep their heads down and don't answer. The atmosphere in the classroom is not active at all. I really want to scold them, but I feel useless. So I asked the students to preview in class, let each student read the text aloud and write down sentences describing Tolstoy's eyebrows, beard, skin, nose and eyes. The students study very hard. After reading it, I asked questions, and several students raised their hands, and they also answered very accurately.

Later, I asked my classmates to discuss the fourth question of homework after class, and discussed whether Tolstoy was happy or unhappy in connection with Tolstoy's life. Most students were dumbfounded again. They haven't read after class, and they don't have their own independent opinions and opinions. I didn't criticize them either. I'm just saying that this question should be considered as homework. After reading Who's Who, you can write your opinion in the essay book. The students accepted it gladly.

In class today, I changed the teaching steps twice and completed the teaching task without using rude teaching methods. I'm glad my self-cultivation is a little higher. However, I also feel a little worried about the students this year. Their study habits are too bad. They seldom preview, and the teacher will not do it seriously. As teachers, we should really make great efforts to cultivate students' good study habits, achieve the goal of teaching without distinction, and let students learn consciously and independently.

Reflections on Tolstoy's teaching. Introduction of color pictures. For most students, the lesson of "lev tolstoy" will not continue until the middle of it, because the full text is very long and only describes Tolstoy's face. So when importing, I used the pictures in the color page in front of the textbook. The picture shows a photo of Tolstoy in his later years. His hair is thick, but he also shows some kindness and respect. The question I asked was: "This face stands out. If you were asked to describe it, where would you start? " Students open books while thinking, start reading, verify their ideas and stimulate students' interest in reading.

Second, analyze the structure, and make clear the question of "from what aspects does the full text depict Tuo Weng's portrait", and then analyze the characteristics of the portrait paragraph by paragraph, how to write it, and then make it clear that paragraph 1-5 describes the appearance characteristics, and paragraph 6-9 describes the sharp eyes and clear organization, which is easy for students to accept.

Third, the faculty and staff are required to teach this course for two hours. I didn't study the text in depth because I thought it was difficult. I concentrated on a class, and when I studied "mediocre or even ugly appearance", I combined metaphor and exaggerated rhetoric; When learning Delicate Eyes, combine exercise 2 after class. In this way, students' understanding is very superficial, and they only know some superficial knowledge. If the scope of the test questions is refined, this course will be a great hidden danger.

4. While studying in this course, I came into contact with Romano Roland's Who's Who, but I didn't particularly emphasize Zweig, the author of this course, which led some students to think that lev tolstoy's author was Romano Roland. Although I have supplemented it many times since then, some students still made mistakes in the monthly exam. People's first impression is very important. Teachers should convey accurate points to students as much as possible within 40 minutes in class, and remember the messy connections, especially some confusing knowledge points.