Teaching content Compulsory education curriculum standard experimental textbook "Chinese" (People's Education Press Edition) Volume 2 for sixth grade. Class Record 1. Start with the topic and create a learning atmosphere Teacher: Can you say a sentence or two about the poem with the word "日"?
Student 1: The green mountains on both sides of the strait stand out from each other, and the lone sail comes from the sun.
Study 2: The incense burner produces purple smoke when the sun shines on it.
Birth 3: The day is long and the wind is warm and the willows are green.
Teacher: If you have accumulation in your mind, your export will be self-contained, that’s good. Today we are studying "Two Children Debate Day". The middle of the word "bian" is "yan", which means -
Students' quick answer: debate (debate).
Teacher: What are you arguing about? (Written on the blackboard:?) Read it yourself.
2. Reading the text for the first time and feeling the classical Chinese
Teacher: What do you feel after reading it?
Student 1: It’s a bit difficult to pronounce.
Student 2: I don’t quite understand the reading.
3. Guide to study the method and understand while reading
Teacher: This is a classical Chinese article. It is my first time to read it, so it is normal for it to be difficult. Listen to the teacher read and feel it. (Reading in normal school, students spontaneously applauded)
Teacher: Thank you everyone. In fact, classical Chinese text itself contains the beauty of rhythm. If you read it more than ten times, you can also taste it.
Teacher: Do you find any difference from reading modern vernacular?
Student 1: You read slowly.
Student 2: There are many places to pause.
Teacher: Your understanding is so good! When reading classical Chinese, you should slow down and pay attention to pauses. Do you want to feel feelings? OK, read it yourself according to the pause prompts on the big screen. (Students practice reading individually)
Teacher: Which sentence can you read? Show show. (Reading for a lifetime)
Teacher: Yes, I have found a feeling. Let’s learn from him. (Another lifetime reading)
Teacher: That’s interesting. Everyone read it. (Comment and inspire each other)
Teacher: The word "盛" is rarely seen. How to pronounce it? How did you know? (I found it all my life)
Teacher: Scholarship must be so rigorous. However, I like to take a guess first. The above is a "yu". I guess it may be pronounced yú. I also guessed its meaning -
Sheng: Below is the bottom of the word "plate", which may be related to utensils.
Teacher: Yes, making bold guesses will make your reading happier. Of course, don’t forget to verify it carefully like him in the end.
Teacher: Guess while reading and try slowly. (Students should understand while reading)
Teacher: If you still don’t understand something while guessing while reading, let’s talk about it.
Student: "I go out when the sun starts to rise and people are closer." Does it mean that when I start to go out, the sun will be closer?
Teacher: There is no doubt that there are doubts in learning, and doubts lead to progress. OK, let’s see, who can tell me what this sentence means in his own words. (Answer)
Teacher: From which word do you know that Confucius asked why? "Therefore" is the reason. How do you know?
Student: I saw it written in the comments.
Teacher: Reading annotations is an important method for learning classical Chinese.
4. Key Study
Teacher: Two children were arguing about the sun. Confucius asked him why, but he couldn't decide. What exactly is going on? (Group cooperative learning)
Teacher: What is the problem?
Sheng: It’s about the distance of the sun from us.
Teacher: On this issue, the two children have completely opposite views, tit for tat! Talk about it.
Birth: A child thinks that the sun is close to people when it first rises, and is far away from people at noon.
Teacher: "Go" means -
Student: "Go" means distance, as stated in the comments.
Teacher: Now, you have mastered this method (see the notes). To be close to people in the morning and far away from them at noon, it should be said "people are far away when you go at noon". When explaining the meaning, you can add it according to the previous text, that's good. The comparative method is also an important method for learning classical Chinese. go on.
Teacher: Can you use sentences from the text to express the views of both parties? did you find it? Read together.
Teacher: One big and one small, please read the changes of the sun using weight and weight. You must argue with reason, and your rhetorical questions must sound confident.
Teacher: Where is the other child? (Teaching is the same as above, omitted)
Teacher: The debate was lively, so we divided it into two groups to debate. (The teacher uses gestures to prompt key words according to the writing on the blackboard)
Teacher: The teacher has prepared an animation here and wants to ask everyone to dub it. Are you confident? Try it yourself first. (Students memorize the text)
5. Deepen understanding
Teacher: Today with advanced science and technology, the problems that Confucius could not solve are no longer problems. Many students checked relevant information before class. I use classical Chinese to ask the question: Confucius couldn't decide, can you? Can you answer in classical Chinese? Try it.
Sheng: I can do it.
Teacher: From feeling difficult to read to being able to answer questions in classical Chinese, congratulate yourself!
Teacher: In one day, the distance is the same as the distance. How simple! What did Confucius claim to be "knowing a lot"? Do you think differently?
Sheng: Because Confucius did not have instruments such as telescopes in his time, and science was not so developed, of course he could not know.
Teacher: Oh, you mean to look at the problem in light of the historical conditions at that time. Makes sense.
Student: It can be said that there is no end to learning, so there are things that even Confucius, who knew a lot, didn’t know.
Teacher: You have insight, I understand. I really have to reconsider. I remembered that Confucius once said, "Knowing is knowing -
Student's quick answer: Not knowing is not knowing, which is knowing.
Teacher: He did it!
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Teacher: What do you think of your peers, the "two children"?
Student: The two children are able to observe, think, and dare to argue.
Teacher: As the saying goes, "Doubt leads to progress"! It is precisely because of their "ignorance" back then that we have the "knowledge" we have today! It is difficult to read, but after reading so many insights, it is really "read the book a hundred times, and its meaning will become apparent"
6. Expansion Assignments
Teacher: There is still much we can do after leaving the classroom. (Exercise shown)
You choose: 1. If you are willing to share, you can tell or recite the story to your friends around you; 2. If you are good at accumulating, you can combine what everyone said and write it down. Your insights; 3. If you are good at expressing yourself, you can take a time shuttle and be a teacher of Confucius; 4. If you like to think about philosophy, read "Lieh Zi" (such as the comic book version of ancient Chinese books. Omit), there are more fables there.
Commentary
This class will give us a lot of inspiration on how to improve classical Chinese. It has at least the following characteristics. .
First, we correctly grasp the characteristics of classical Chinese teaching. The second general goal in the "Chinese Curriculum Standards" emphasizes: "Understanding the richness and breadth of Chinese culture and absorbing the wisdom of national culture", classical Chinese is to achieve. One way to achieve this goal is that the "curriculum standard" also requires students to "be able to read simple classical Chinese with the help of reference books." The students' expressions in Teacher Liu's class were finally answered in classical Chinese. It can be seen that this class is relatively successful.
Second, make reading a reality. The Chinese language classroom must have the sound of reading. Modern vernacular writing is inseparable from reading, let alone classical Chinese writing that students do not have any basic skills. Only in this way can language sense training be put into practice and students will gain something in one class. According to statistics, there are as many as 22 different forms of reading in this class. Students will read with interest and gain naturally. Quite a few.
Thirdly, students pay attention to the use of course resources. After reading this text, students will naturally ask: When will the sun be closest to us? Teacher Liu asked students to search in advance. In this way, the students suddenly became enlightened. Teacher Liu did not forget the characteristics of the Chinese class, unlike some teachers who turned the Chinese class into a sun knowledge report class.
Fourth, pay attention to it. Provide guidance on learning methods. For example, when teaching "盂", students can use the rules of Chinese character formation to guess the pronunciation and meaning. Another example is to guide students to understand classical Chinese based on the notes below the text.
However, I think there are some points worthy of discussion: We need to use teaching tact and adapt to changes. In the blackboard book, Teacher Liu first designed "so" and "cannot decide", and then inserted "far" and "near". Good thing. However, a student has mentioned this problem before when talking about his feelings. I think it would be better if the teacher writes "far" and "near" on the blackboard at the right time. It does not have to be strictly based on his own design, but can be changed randomly.
Comment on the review
I think this review has the following highlights.
First, use curriculum standards to measure a class. Let teachers and listeners know how to use curriculum standards to guide our teaching. Like this evaluation, we use the relevant requirements of Chinese language in the curriculum standards to measure it. In this way, teachers and listeners will also understand whether the class is good or not, and where the good or bad performance lies.
The second is to reflect the characteristics of the discipline. In many class evaluations, we often find evaluations that are independent of subject characteristics, such as how well the students speak Mandarin, how well they write on the blackboard, how well the teaching style is, etc. Although these are also the contents of the review, they are not the main content. They are requirements that should be met in every class. They are characteristics rather than individuality. This review clearly puts forward the idea that Chinese language classes should attach great importance to reading in order to improve students' language sense, which is inspiring to both teachers and listeners.
The third is to put forward your own opinions. These perceptions can be strengths or weaknesses. Of course, no matter what your opinion is, it must be reasonable. This requires the commentator himself to have a certain theoretical level. Otherwise, the opinions put forward will not be convincing to the public and will be of no benefit to the teacher and listeners.
(Author's unit: Dongfanghong Primary School, Yueyanglou District, Yueyang City, Hunan Province Chaoyang Primary School, Yueyanglou District, Yueyang City, Hunan Province)
□Xu Chunjun, Editor-in-Chief
E-mail:xuchunjun@126.com< /p>