After watching the class record of Teacher Fu Xuelian's "Lingling's Painting" class, I have a few thoughts.
1. Questions about how to teach new words, how much to teach, and how many to teach
I once took an open class of this class in October 2020. After the class, I often Teacher Juan asked how to teach literacy in lower grades. How to teach a few new words and how to teach them?
The teaching of new words is based on literacy in the text. I chose three words in class to focus on guiding writing. One newspaper, one paper, one prize. Bao and paper are prone to typos. When writing in a left-right structure, the left is narrow and the right is wide. The other is a top-down structure and contains a stroke. When writing, it should be stretched. The stroke is longer than the stroke, and the stroke is longer. The top horizontal line should not be long. The stroke order of these three characters is also a difficulty. We cannot take it for granted that this is simple and students can do it, or that all students should do it. Not only can students read, but writing is also crucial. At the beginning of the semester, I set writing a good article as a regular task for this semester.
What the teachers are confused about is that if only teaching these three characters is enough, how can we highlight the focus of literacy accumulation in lower grades?
My explanation is that the new characters have been taught in the text, but there has not been a large amount of focus on literacy, which is what Teacher Fu Xuelian calls traceless literacy.
I feel that we cannot start from scratch in every class. It is necessary to fully predict academic performance and preview reading and writing new words in advance. Some of them have been mastered through pre-study, and testing practice sessions should be set up in class.
My explanation to Teacher Chang at that time was that this should be based on the academic situation of the class and see if the students had previewed before class. My class did, so it was useful to choose these three words in class. reason. The reason is: If the writing is not good-looking, you can point it out, such as the writing of strokes and strokes.
Teacher Fu Xuelian said after finishing the class: It is worth exploring why some teachers think that our teaching must go from word to word to sentence and finally to the text? Because we take it for granted that the last thing we want to teach is reading, and the obstacle to reading is not knowing the words.
Is this really the case? If you are a student now and start learning Chinese characters, please read the first character, Quanquanquan. Boys read it and girls read it. Read the first row...remove the pinyin baby. What does the fourth character in the second row read? What does the second character in the first row mean?
Teachers, think about it, can students remember it?
If you can’t remember, children’s reading difficulties are actually the same. If we teach them literacy in this way, it is very utilitarian. Reading a dozen words over and over on a page can really help. They?
The answer is: I can’t help. Let's see what these words are - I don't know any of them, I want to take a nap, our kids are like this in class too. The biggest problem with literacy in this way is that we deprive children of the right to learn independently. It seems that teachers are helping children clear the obstacles to literacy, but in fact, children should read in texts, just like raising fish in the ocean, letting them To encounter difficulties. Then, children can ask about Pinyin, the dictionary, the teacher, classmates, or even the Internet, in order to cultivate students' ability to read independently.
Teacher Fu continued: Literacy should be traceless. Putting a board of words on the screen is actually very utilitarian. However, in all the teaching today, I did not have any part in letting the children learn to read. Even if you get to know the words while playing, this is also in line with academic principles.
If I want to get to know you, you wear glasses, I know you, you tie your hair, I know you, I know you in Chongqing, you come to Zhuhai, I also know you. The same is true for the character to be recognized. It must appear seven times in different places. Therefore, in literacy teaching, a very important thing is to repeatedly reappear the same character in different places.
Sometimes we have problems with our students’ evaluation, and we take it for granted. When we drive the train to read, let boys and girls read it together, and I feel that the students know it well. Is this really the case? In fact, many children can read because they already knew it in kindergarten.
But for those children who had never learned anything, he suddenly felt that they were the ones in need of help. This is very harmful to children's psychology and will also cause very strong polarization. This is caused by man-made things.
In fact, human cognition needs to be reproduced continuously, rather than presented in one word. So back to the original question, we should be brave enough to let our children become independent readers, so let them read the text first. It is normal to stumble when encountering difficulties. The experience of fighting can only be accumulated in fighting. .
2. Building a scaffold for storytelling
However, how to let children remember stories is a teaching difficulty for teachers. We will find that there is a kind of children in lower grades who are particularly good at telling stories. He can tell the story from beginning to end without missing every word of the text. There is also a kind of storytelling that is missing links, incomplete, without beginning or end.
In this class, Teacher Fu teaches children the etiquette of storytelling, including how to greet everyone and how to face the audience with their bodies. But this is not enough, we need to build a visual scaffold for them. In fact, many methods are given in the ministry-edited textbook, such as stringing pictures together, stringing verbs together, and three words that express emotions.
But when you really face these children who have just graduated from first grade, you will find that when you throw them three words: proud, sad, and satisfied, they cannot tell a story, because of this The stand is a little steep for a kid starting in second grade. So how to reduce the difficulty for him and let the children tell the story well? I designed it like this. In the first one, I used verb strings, which are phrases containing "地", and connected them in chronological order. Let the students talk about who is like, and he can tell the complete story.
But this is not enough and needs to be upgraded. How to upgrade? Just remove all the words that have nothing to do with the main characters and turn them into three words that express your mood. But in the classroom, we will find that when we take it for granted that children must know what emotions they feel like being proud, sad, and satisfied, they really don’t know. He felt that being proud meant being very calm, and being satisfied meant being very calm. In the process of constant thinking, the children suddenly realized a very important line in this story - the emotional line. He suddenly understood that when I first saw the painting, I painted it very well and I was very proud of it. But when the painting became dirty and I became extremely sad, I did not give up. Through my own efforts, I made it better. Becoming more beautiful, I defeated myself. Just like the child said in class: I am not only satisfied with the painting, I am also satisfied with myself. In this way, the theme of the article is naturally sublimated, instead of saying bluntly, "What do you understand?"
How does my classroom handle story retelling?
I recited it directly using the three emotional words "proud, sad, and satisfied". In class, Yan Gengshuo recited it very completely. It was probably because he had previewed it in advance. I was very impressed with our class. The academic situation is not fully estimated.
In this link, it is indeed reasonable to ask teachers to build a teaching scaffold for storytelling. First, let the children find out how to write "地" (地), and how to write "地" (地), and how to distinguish "的" and "得", and then remind them that there are six such words with the word "地" (地) in the text. Students are looking for.
These six words are "look proudly", "cry sadly", "look carefully", "lay lazily", "smile with satisfaction" and "say happily". Let the children find these. Actions are emanated from those subjects. Let the children tell stories and remind them of the etiquette when telling stories, such as how to point to the blackboard, how to face the students, how to say hello, how to end, etc.
Next, remove the action words of the father and the puppy, leaving only three words: "look proudly", "cry sadly" and "smile with satisfaction". At this time, increase the difficulty and remove Lingling. Remove the verb. Only three words are left: "proud", "sad" and "satisfied", and then ask a student to retell the story. And put these words on the emotional line, what kind of emotion should it be.
This is the brilliance of Teacher Fu, once again allowing students to understand emotions seamlessly.
At first I just thought it was a line, but unexpectedly it turned into an emotional line.
Handling the story-telling process in this way and building a scaffold for students is like building a ladder for children to climb up the stairs. Otherwise, the difficulty is too high and how can the children retell everything?
3. Telling stories is more important than telling truths
In the teaching of texts in the lower grades, which one is more important, stories or truths? Many teachers like to reason with children, but in fact, if the truth is not included in the story, it is meaningless. Because the truth is understood, not told, there is a very important saying for children in lower grades, that is - remembering the story is more important than understanding the truth.
Every mother will have this experience. When a child is very young, he always wants to touch something hot. If the thing burns him at once, he will not touch it next time. Dare to move again. Some children may ask: "Mom, is this soup salty or sweet?" We will tell them, you have to try it yourself! At this time, the children will say to you: Oh! This is the story of the pony crossing the river!
So many truths are actually wrapped in stories, and adults also like to listen to stories very much. The child may not understand some truths yet, but the story he remembers will affect his life.
Many things are not as bad as we think. "As long as you are willing to use your brain, bad things will turn into good things." You don't need to explain this sentence too much to your children. You just need to read it to your children over and over again, and say it to yourself at the end. I believe that when children encounter similar plots in their lives in the future, they will suddenly remember that there was a teacher wearing glasses that day. She told me a story - "Lingling's Painting". Lingling's mood went through twists and turns. , but she did not give up. Bad things can turn into good things. Remembering the story is more important than understanding the truth!
All in all, the appearance of the certificate is another recurrence of literacy. The words in red are all new words that we need to recognize, but the pinyin has been removed, and then they are placed in a new situation. . It's like I met you again in Macau. I can still recognize you. This is how I can really read. The little girl at the back is holding a piece of calligraphy. We still need to recognize the calligraphy and reproduce it repeatedly in different situations.
When teaching texts in lower grades, should reading or literacy come first? You can let your children read the text first, boldly let them give it a try, and let them flutter in the waves. If they encounter something they can’t do, let them think of ways to keep asking. Only in the third grade can they truly learn to be independent. Literacy. Throughout the retelling process, remembering the story is more important than understanding the truth. So how do you get children to remember stories? When we find that the words in the after-school questions make it difficult for students to retell the story, we can build a ladder in the middle. In the last part of writing, you need to see the child's real situation. For example, in today's class you will find that the child just doesn't know the stroke order. When guessing, we also observed his narrow left and wide right, structural position, key strokes, and final writing. Finally, tell the students that learning this method will enable them to write the same type of characters.
Frustrations and difficulties will make us grow, and the same is true for children. Children in the lower grades can also learn to read while reading. We must give them the opportunity and strength to grow. One day, they will grow into independent readers.
Reflection Plan
If I were to take this class again, I would use the scaffolding to tell the story, and also set up more links, such as the certificate link, and then test the children’s abilities. Can't recognize these new words. For example, if you find a piece of calligraphy paper, write keywords on it, and ask students to read it, you need to set up several repetitive links to let students read it again and again, so that you can teach without trace and achieve traceable effects.