"Song of the Yangtze River" is the lyrics of the theme song of the series "Talk about the Yangtze River". So before I learned the lyrics, I played the first episode of "Talk about the Yangtze River" to let the students understand the basic situation of the Yangtze River, and then introduced the new lesson. Next is the teaching reflection on Song of the Yangtze River brought to you. I hope you like it.

Teaching Reflection on Song of the Yangtze River Sample 1

"Song of the Yangtze River" is a march in lyrical style. Their majestic and undulating melodies vividly depict the majestic waves and twists and turns of the Yangtze River. The music is written in a single trilogy with the structure of A+B+A+end. Students who have just stepped into the middle school campus are full of expectations for music classes. Therefore, teachers should be fully prepared before class. During the teaching process, first, pay attention to the introduction of teaching entry points. Second, pay attention to the connection of teaching links and use The concise and concise language connects the previous and the following, and links the teaching details to make the class lively and lively, thereby stimulating students' love for music classes. When explaining music knowledge, combine it with songs to make it vivid, vivid and easy to accept.

Sample 2 of the teaching reflection on Song of the Yangtze River

"Song of the Yangtze River" is the lyrics of the theme song of the series "Talk about the Yangtze River". So before I learned the lyrics, I played the first episode of "Talk about the Yangtze River" to let the students understand the basic situation of the Yangtze River, and then introduced the new lesson. After playing "Talk about the Yangtze River", I asked my classmates to retell what I remembered during the viewing process. Because they watched it carefully, I could basically tell the location, origin, length, and provinces it passed through. Next, I read the text to the students to give them a preliminary understanding of the content of the poem. After listening to it, I asked a classmate to try it out. Liang Lanfang read it fluently, but not very emotionally. I pointed out that this was due to a lack of understanding of the content of the poem. This naturally leads to the third teaching link: understanding the content of the poem. In this part, I let the students study on their own, asking them to use the materials in their hands to find the repeated parts in the two sections, understand the role of repetition, draw the verses they admire most, and make annotations in the textbook. The students communicated with each other, and everyone could accurately grasp the meaning of the metaphors and personifications in the poem.

On the basis of everyone’s self-study, I guided the students to discuss the following issues:

(1) The poem *** is divided into two parts. Please summarize the main points of the two parts. content.

(2) In the poem, there is the line "We praise the Yangtze River | You are the source of infinity". From where can we see that the Yangtze River "is the source of infinity"?

Through discussion, the students deepened their understanding of the content of the poem. On this basis, they summarized the theme of the poem: through the praise and praise of the Yangtze River, it shows people's attachment and love for the motherland.

In this way, reading guidance will be a matter of course, and students will soon be able to grasp the majestic, passionate, and broad tone of poetry. Students read freely, collectively, and then read by name. After reading it repeatedly in this way, the poem has been deeply imprinted in the students' minds. Finally, the song "Song of the Yangtze River" was played to let students feel the beauty of the Yangtze River.

In this class, the students read quite fully. The shortcoming is that the depth of appreciation is not enough, and the students' understanding of the poems remains on the surface. This is inseparable from my guidance. I only had a preliminary understanding of the poem and did not delve into the connotation of the poem in depth. Therefore, we can only make demands on students literally. Of course, students' appreciation can only reach the superficial level. Reflecting on this class, I feel that adequate preparation before each class is essential, and there is no need to be lazy. In particular, we must accumulate rich and profound ontology knowledge in our daily life, so that we can be at ease in class and lead students to the depths with ease.

The third example of teaching reflection on "Song of the Yangtze River"

The text "Song of the Yangtze River" is a song with lyrics and has the characteristics of poetry. The content of the lyrics contains the author's wild imagination and at the same time shows the magnificence of the Yangtze River.

If in classroom teaching, we lead students to understand the meaning of each word, I think it will be difficult for us to capture the inspiration and feelings that the author burst out in an instant. Therefore, when studying the text, I arrange for students to read the text aloud first to gain an overall understanding of the text content.

On the basis of overall perception, I guide students to pay attention to the writing method of lyrics, so as to prevent students from getting entangled with a certain word.

After overall perception of the text, I designed such a reading session. I asked students to read each paragraph in comparison. One student read the first sentence of the first paragraph, and another student read the first sentence of the second paragraph... After reading, let the students talk about what they found? By asking this question, the children's chat boxes were opened.

Some said: "A certain sentence has the same punctuation marks."

Some said: "A certain sentence has the same number of words."

Some said: "The meaning of the third sentence is similar."

Some said: "The last four sentences of each paragraph are the same."

I wrote what the students found on the blackboard one by one and sorted it out. When summarizing at the end, I pointed to the content on the blackboard and told the children that these are the characteristics of lyrics. After mastering these characteristics, each of us can become a lyric writer.

The only regret I feel about this class is that the students were not asked to write lyrics. If they were allowed to try writing, I think their gains would be greater.

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