Reflection on the teaching of "The Preface to the Lanting Collection"
Reflection on the teaching of "The Preface to the Lanting Collection" 1
This afternoon our first grade Chinese language All the Chinese teachers in the group listened to one of my open classes in my class, Grade 1 (19). Judging from the evaluation of the teachers after class, my class was successful and reflected the spirit of the new curriculum reform.
My class is the second lesson of "The Preface to the Lanting Collection". The problem solved in the first class was to clarify the learning objectives of the second unit, to understand the author Wang Xizhi and the creative background of his works, to teach everyone to read the article three times, and to help everyone sort out the new words, Tongjia characters, and Yizi. Polysemy, conjugation of word categories, special sentence patterns, etc. It can be said that everyone learned a lot in the first lesson. This kind of class is very practical but nothing new. Of course, it is also the safest class. Generally speaking, there will be no mistakes. So, will I still do this in the second lesson? I also know that the second lesson is mainly about analyzing the theme of the article. I can easily complete the task by taking everyone to analyze the article. But I always feel that this is too boring and lacks innovation. The second lesson should reflect the spirit of the new curriculum reform. How to get on? When I was thinking, suddenly a lightning flashed on the screen of my brain - a couplet. Yes, can this article be inspired by couplets? I still remember that when I taught students to study this article in the last semester, I wrote a couplet to help students understand the article. The students were also very interested in this couplet. They all copied it in the book. Is it okay if I also use this couplet to drive the explanation of the article? I silently designed the teaching program for the second lesson. Soon my second lesson was designed.
Now that I think about it, my class is indeed remarkable.
In class, I first gave the students a clue: "In today's class, each of our students has to make a couplet!" The students panicked when they heard it. Because they have never drawn up a couplet. ?This couplet is very easy to draft. Let me give you a demonstration first!? So I took the students to read the article and analyzed the essence of the article, and drafted the following couplet:
All talents come together. , One drink and one chant create a beautiful chapter in the Orchid Pavilion, which is a joy to believe;
Isn’t it sad that young and old gather together to understand the philosophy of life?
This couplet The first couplet summarizes the content of paragraphs one, two and two very well, and the second couplet reveals the essence of the thoughts of paragraphs three, forty and two, which should indeed be said to be very precise.
The classmates applauded me one after another. I was very happy and said: "Can my students also learn from the teacher's example of making couplets? Some students started to get ready, while others said they didn't know how to make couplets." So I explained to everyone the "Four Principles of Couplet Creation" on the blackboard:
1. The number of words is equal, and the sentence segments are consistent;
2. Levels and obliques are consistent, and the tones are harmonious;
3. The parts of speech are relative and the positions are the same;
4. The content is related and connected from top to bottom.
Through this analysis, many students know how to draw couplets. The rest of the time is up to the students. I saw my students reading the text with concentration, thinking with concentration, and making ticks in their homework books. In about five minutes, I saw two lines of clear handwriting left on each student's homework book. I knew this class was supposed to be a success. Now it’s time to show off the results. The students stood up one after another to show off their masterpieces, and some even wrote two copies. It was not easy! I commented on it in a timely manner. After the students finished presenting, my comments were also presented. With three minutes left, the whole class memorized the article together, and the lesson was completed. The whole class burst into thunderous applause. I knew that this class should have a good evaluation, and I happily said to the students: "Thank you, students!" This is what I say from the bottom of my heart.
Reflection on the teaching of "The Preface to the Lanting Collection" II
1. Curriculum Brief Analysis: Wang Xizhi's "The Preface to the Lanting Collection" is a text in the third elective of the Chinese textbook.
This preface is not only a treasure of calligraphy art, but also has unique value in terms of thought and language. The two complement each other and jointly establish its important position in the history of Chinese culture. As a preface to the book, the article describes the scene from a narrative, expresses feelings about the objects, and talks about the author's view of life and death from an ordinary banquet activity. It also criticizes the ideological tendency of advocating nothingness among the scholar-bureaucrats at that time, making the full text more interesting in terms of conception. Seems extraordinary.
2. Content arrangement: This lesson is the second lesson. In the first lesson, the general knowledge of literature and classical Chinese knowledge points of this lesson have been covered. Based on the mastery of the previous lesson and the characteristics of the text itself, I have set the following teaching goals:
Knowledge and ability: Master the meaning of key words and special classical Chinese sentence patterns, and strive to recite the full text.
Process and method: clarify the context of the author's thoughts and feelings; appreciate the natural beauty of landscapes and scenery and the beauty of emotion and reason in lyrical discussions through experiencing the concise, beautiful, natural and fresh language of the article.
Emotional attitudes and values: Understand the author’s emotional changes from joy to sadness in the article, and recognize the positive attitude towards life contained in the author’s deep exclamations.
3. Teaching method: Based on the 5 30 5 classroom model, students can complete the tasks independently, and the teacher steps back to fully mobilize students' initiative. This class is divided into two parts. First, It is the pre-class review and textbook content combing part of the teaching assistant's explanation of the teaching manuscript;
I will explain the key analysis and difficult-to-understand content in the text. In this way, the teaching level is more distinct, the efficiency is higher, and the teaching effect is more significant.
4. Summary of teaching effects: Students have varying abilities in basic knowledge of classical Chinese. Therefore, in the "review before class" link, the focus is on the mastery effect of students with moderate to poor grades. Questions are combined with review to achieve better memorization and memorization effects. Be more prominent. In terms of text comprehension, students have a relatively good grasp of knowledge derived from textbooks, and a small number of uncertain knowledge have been effectively resolved in class discussions. The understanding of the theme of this lesson and the author's thoughts is the difficulty of this lesson. I will introduce and explain it, which will help students have a deep understanding of the article from a more comprehensive and broad level. Overall, students performed well and completed the teaching content well. The shortcomings are: the students' psychological quality is poor, there are many teachers in the class, they are not relaxed, so they are not very active in answering questions, and the teaching assistant's foundation is poor. Although he has tried his best in class, he is still in trouble in terms of time and efficiency. Slightly procrastinated. ;