From the end of a semester, I feel quite ignorant. Leaving the state of preparing lessons for school for a long time, it seems a bit hasty and mediocre to attend class every day. Coupled with uncontrollable classical Chinese and inexplicable final exam pressure, there is a lot less initial passion in the classroom, and students no longer care so much. Just a week before the start of school, I woke up from my inner pain and made adjustments. Before class, I added a reading link and prepared my own bookmarks for the students, which was a bit of the initial heart of the Chinese people. Immediately, when I climbed Mount Tai, I paid attention to students' interests and designed the classroom in the form of a circle of friends. The students' answers in the last four classes were amazing, and that kind of touch awakened my pursuit of classroom vitality.
But good lessons are hard to find. Occasionally, I will return to the cycle of powerlessness that I don't know how to attend classes and I can't attend classes well. Coupled with the recent school-level open class, due to anxiety and time constraints, I lacked the guidance of the master and prepared a section myself. It was sloppy, but in fact, it took a long time to prepare, and it took a lot of hard work and effort, but it was not satisfactory in the end. It may not be so unsatisfactory, but it is still far from what you think. Whether it is the generation of the classroom, the setting of the links, and the grasp of the important and difficult points, some teachers have raised questions. Although what they said was very kind, I was not full of flavor in my heart. I even vaguely wondered if I was incompetent or unclear, so that teachers could not find the logic of my design. I gradually feel that I have "got rid of" my master's spur, and I seem to have gained freedom and breathing, but what I actually get is faint pain and neglected loneliness. After all, there are always one or two bright spots in the master's place and the rotten place, and there are always corresponding improvement plans. These are like twilight in the dark, enough for people to move on.
Anyway, it's still painful to hear that the class is going to start. I remember watching the basketball game happily at that time, and I soon fell into great helplessness. Fear and oppression hit me-I felt that I didn't have enough ability and words, and I didn't have enough time to review and prepare for the exam. What is even more frightening is that on Wednesday night 10, the master said in the group that a section would be held in the studio on Friday, and he also talked about a lot of simple reading, bare preparation and other high requirements. I was so sad that I cried. Although, in retrospect, as the master said, I was scaring myself. But I really couldn't stand it at that time. I am infinitely reminded of Wang Xiaobo's words: "All people are crying, which is anger at their incompetence."
Later, after some negotiations, it was changed to Monday, and it also ushered in my first grinding class since I taught.
The first trial class was in Grade One 10 class, and then I gave up on myself. The main problem is the lack of restraint in expression. On the one hand, students are not at ease and have repeated statements. On the other hand, it is reflected in the lack of skills in evaluating students. This is actually a repetition of students' answers, which is wordy and easy to dampen students' enthusiasm. Secondly, the design of task one expects students to appreciate the text from the perspective of adverbs and related words, but the students' answers are not so perfect, and my guidance is a bit urgent. Third, the depth is not reflected, including the explanation of "why writing is unhappy" and "individual, country and human". Fourth, it is wrong to say that the task is a bit difficult. In fact, I was watching many students standing there, worried that I couldn't write, and tried to ease my nervousness. However, what should students do if they think it is not difficult and just need some time to rethink? So you can change it to "the teacher asks you in another way", and you should fully trust the students. Fifth, I didn't see three or four students raise their hands in the back row. I am very pleased to hear that some students have raised their hands voluntarily. Sixth, let students find the form of task two first, and then show PPT, which wastes time. The master's advice is that the main framework of the design and task can be retained, but the details should be changed in depth, avoiding superficial, considering the overall logic of the full text, controlling expression and fully trusting students. Wen Qing suggested changing the table into the sort of library, keywords, mood and library happiness, so that students would naturally notice the adverb I wanted to hear, but I finally felt that the mood was easy to mention "unhappy" prematurely, and the sort occupied the space of task 2, so it was difficult to draw a conclusion, so I didn't adopt it after several thoughts.
The second trial lecture is on Wednesday, Class 3, Grade 1. This class is obviously much calmer than last time. After class, I feel more confident and comfortable. It looks like a good class. At least I'm not singing a solo. After I came back last time, I first designed some comments, and designed a variety of possible answers and strategies for students who "have answers" and "can't answer". When we play again, the comments converge a lot, and the students have more room to play. The whole class is dominated by students. The second is a more elaborate design for reading aloud. I made a prediction, which points I want to promote by reading aloud while enjoying. Therefore, the sound of class books is very loud, and the taste of Chinese has also been enhanced. The third is to sort out the form of task 2 and print it on the task list for students, which improves the classroom efficiency. However, at that time, the design was more similar and different. The most common answer given by students is "They all wrote beautiful buildings and read different books". The second half sentence is a good discovery, but the first half sentence is far from what I want. Therefore, the guidance still has certain urgency. It was not the students who found the problem, but I asked, "Is there a difference in lighting?" "Three exclamation points, how much is three? What did you read? " It's a little regrettable. You can ask, "Is there a recurring image?" How do students find three in reading? Fourth, there are levels of "individual", "country" and "person" on the blackboard. Your comments and suggestions to me are:
1. Import or use Borges' poems, don't tell them yourself.
2. If the library wants to speak in sequence, it needs some interlanguage to make the task logic clear and not autocratic: it may be more in line with the context of the author's changing mood to find the happiness of the library in chronological order.
The first task is to change the form into a sentence bracket: when I was in which library, what mood, and which word I felt through. After careful consideration, I revised the master's suggestion to: What do I want to share about the library? What sentence? I learned the author from (key words). (Emotion) I think this logic is more fluent. The original sentence is read out, which is convenient for students to locate and saves the trouble for teachers to ask the reasons and details. And "which time", I don't think it is very important, just give it in the form of timeline at the beginning, which is clearer.
3. The general sentence "So I remembered the joy of the library" should be eye-catching, prominent and enlarged! This is the logic of this course. Use one sentence twice. Learn to use this way! It can be seen that the sentence "So I remembered the happiness of the library" is an important general sentence of this article. Today, from this sentence, we will learn to explore two tasks: task one, to explore the second half of this sentence, that is, the happiness of the library; Task 2, discuss the first half of So: This building alone, not to mention the millions of books hidden in it, makes people fondle admiringly. (But I didn't understand clearly at that time. The transition between task one and task two still appears as "So I remembered the joy of the library". I thought task two would say "so" What a pity)
4. A student replied to Tsinghua Library that "having fun in hardship" was really good, but I didn't follow up and asked: From the full text, why did you write "unhappy" (the change and bitterness of writing at this time made the joy gained after the liberation of Beiping more precious), so as to have depth. In fact, I mentioned it the first time, but I didn't implement it properly.
5. The blackboard writing is unified as "De?" Don't "satisfy curiosity" and "praise knowledge" for a while, and "grow up mentally" and "care about national conditions" for a while. Actually, I didn't design the blackboard at all. At that time, according to the students' answers, I wrote down my concerns about the national conditions, which felt great.
6. The question of the lamp: "Is there a recurring image?"
7. After a student answered the relationship between "the change of light" and mood, I repeated the evaluation and even praised it. You still have to control your expression.
8. This book sounds good.
9. Expression error: No soldier stood up today. Replace it with "You may still be thinking, but I also want to hear your opinion".
10. In the circular library, some students thought that Hamlet's lines were similar to those of the Big Dome, ignoring why the second half mentioned human beings. The guidance is a bit urgent, so it should be replaced by: Look at today's topic again: What is the relationship between going to the library and finally highlighting human beings? If you can't say it, please ask other students to say it first, and then come back and ask the original classmates: Do you feel the same way?
1 1. Add a page to summarize PPT.
12. Delete "same" in Task 2 and focus on "different". The table suggested by the master is that the library is on the horizontal axis, symbolizing the time axis, but I think it looks not conducive to logical induction, and the other two tables overlap and appear redundant. So it merged into one.
After returning to China, I made some modifications, considerations and mental exercises on my suggestions, especially on the evaluation language. This time, instead of being nervous, I felt a little cold. I even think that waiting until the fourth quarter in the afternoon may have given me confidence in the last class.
The third class of Class Four in Grade One is the most successful. Many students' high-quality answers make the classroom full of vitality. Their class always reads aloud and the atmosphere is very good. Although this was their third open class that day, it was actually very tired, but it still gave me enough face and cooperated happily. It may be that the last class in a row gave them full interest and confidence. The last section of the open class is also Chinese. I adopted the "takenism". They solved the metaphorical argument through their own analysis. When analyzing the irony and humor of Lu Xun's language, the students' interest reached a climax. The order of "use, storage or destruction" has also aroused waves in the depths of students' thinking, which is also a successful lesson. By the time of the second class, the aftertaste was still there. In addition, I introduced them with poems that they are familiar with and like. When they heard that Borges was the librarian of 18, their eyes lit up and the class had begun to succeed.
In class, the students said "start thinking about heavy topics", "warmth is the atmosphere at home, and tranquility can make reading better", and read the fifth paragraph partially, which are the highlights of this class.
A little regret: I didn't see the students raise their hands again. When the students mentioned that they were unhappy in Tsinghua Library, they didn't make it clear. I seem to be a little anxious. I should ask, "What's the author's mood?" Is it contradictory to the theme? "There is also the coincidence of the change of lighting and the change of mood. The first one can be over, and there is no need to come to the second one.
After class, the master said: Today's class has been well revised and successfully attended, and the on-site immediate response and stress handling are becoming more and more calm. You can boast about yourself. He said that what he cares about is not whether the class is good or not, but whether he has understanding, execution and the ability to adjust and correct mistakes. Through this grinding class, he saw these three forces, which are the most precious.
Although the final successful conclusion of the open class is actually about time, place and people, the extraordinary performance of Class 4 really gave me infinite warmth. But I did gain a lot from this training class and have a more objective view of it. I hope that next time, I can meet the challenge with a more calm mind, dare to face myself with weaknesses, and then grow through tempering.