1, text interpretation
First of all, what is text interpretation?
Text interpretation is an individual's understanding of the text. xu teacher believes that it can be the starting point of text interpretation based on three levels: text content, text theme and language form. That is, we often talk about articles, how to write them, and the thoughts and feelings the author wants to express.
Secondly, how to interpret the text?
It seems simple, but I seldom read an article by myself in teaching. The high probability is to read it once or twice, and then read the reference materials, which almost replaces my own interpretation of the text. On the one hand, I am lazy and form an inert thinking. On the other hand, it is also because I lack the necessary grasp of text interpretation and don't know how to interpret the text.
When I was reading Jeff's lesson preparation records, I began to pay attention to text interpretation. His interpretation path seems to give me some reference.
Third, the specific text interpretation path.
Xu teacher led everyone to read the text carefully, grasped the powerful interpretation tool of contrast, and found the discussion path from language to theme. Xu teacher after teachers' discussion came to the conclusion:
The contrast of my attitude, my attitude towards the shepherd, my attitude towards this wasteland, right? The contrast between the shepherd's personal tragic life experience and the benefit of others, the contrast between ordinary identity and noble soul, the contrast between me and the shepherd's requirements for the material world, the contrast between change and unchanging, the mountains are changing, but the shepherd's heart has not changed; Compared with a group of people, planting trees in front should be said to be a person. From everyone's point of view, in fact, when this home was created, the old man was not alone. He is over 80 years old, but young people are building their own homes from generation to generation. This is the contrast between a person and a group of people; Hope and despair, or despair and hope, the contrast between the former despair and the latter hope; The contrast between destruction and creation ... so much contrast. In fact, we really understand the contrast in this article, and we really understand this problem.
Then xu teacher raised several questions:
1) Why does this article feel real to read?
2) Why is language reporting better than direct reporting?
Xu teacher leads to the function of detail description from the first question, which involves the truth of time (the truth of data), the truth of seed selection, the details of cleaning the room, the details of environmental description and the details of changing the topic.
Starting from the second question, xu teacher's understanding of language reporting is as follows: "When reporting in this way, first of all, the tone of this reporting brings that kind of extreme calm, but there is actually a choppy inner emotional change below, which has formed a good aesthetic effect of this vertical conflict. I think we should feel that we must do this thing. It is impossible for us students to get high marks for all the paraphrases, but the author deliberately uses a lot of auxiliary paraphrases. This kind of narration is expressive and more calm. This calmness comes from calmness, and this calmness is in good contrast with inner shock. " He also added interpretation to the writing method of contrast method, which made the analysis of the whole article more complete.
This in-depth analysis of the article can make us have a comprehensive understanding of the article from the whole to the part, and lay a very solid foundation for the next teaching design.
2. How to design reading teaching?
1) xu teacher put forward two principles about instructional design:
First, in the process of text interpretation, what can become students' reading activities?
Second, how do students understand such a conclusion and come to such a conclusion?
It can be understood here that, first of all, not all text interpretation should become students' reading activities. We can try our best to understand the text deeply, which is the premise of effective teaching. Only by deeply understanding the text can teachers focus on the overall situation and calmly deal with unexpected situations in the classroom. Secondly, text interpretation is not a simple process of teachers telling stories, teachers asking questions and students answering, but is realized through the teaching design that can best see the effectiveness of teachers.
2) Instructional design appears in teaching activities.
In the process of dealing with this problem, teachers unconsciously fall into the process of text interpretation many times. This is also the reason why teachers lack training in this field.
Teacher 2 1: We started planting trees from this old man, and it will definitely take time to grow. From the time course of the speed increase, we can see that the shepherd has been insisting. His indomitable will and firm belief lead us to analyze this character. (or text interpretation, non-teaching activity design)
Jeff: What I want to ask is how do you analyze this character? Just ask a question for the students to answer?
Teacher 2 1: That's why he planted trees and nothing else.
Jeff: I am a student now. I answer you, I have nothing more important to do, so I plant trees. What do you do?
Teacher 2 1: Students can see the image of the old man who planted trees through him.
Jeff: You still don't understand my question. We should have activities. What is your activity?
The problem here is typical. The teacher is still analyzing the image of the old man, rather than letting students participate in the understanding of the text through activity design. Later, many teachers fell into this situation of design and interpretation.
So how to design this section of the character image activities, in xu teacher's repeated questioning, the teacher gradually clarified the answer:
Teacher 2 1: Where can I see the character of the old man by planting trees? For example, in the eleventh paragraph and the seventh paragraph of the text, he planted oak trees and trees for a long time. Then the eleventh natural period-three years, he has been like this, just planting trees, he planted 100 thousand acorns. Of the100000 acorns, 20000 have sprouted. Among these 20,000 saplings, 10,000 saplings will take root and sprout on this bare land and grow into big trees. After such a long time of persistence, we can see something about the old man. I think the judgment of this problem must be made by ourselves.
Jeff: In other words, students circle the relevant words in the text and summarize the characters. This is the activity. Ok, this can be used as an activity, circle the key words to understand the characters and summarize the understanding problems. Yes, that's why I keep asking you, that is, we must never organize classroom activities in a piecemeal way. For example, this activity just now is an activity of about 10 minutes. Read the text, circle the key words and the words that can best express the characteristics of the characters, and then read them together to sum up what characteristics the characters are. This is a complete activity. That is to say, circle the key words, read them out and experience the character, right? Of course.
Here, xu teacher makes this Chinese activity appear gradually, that is, let students circle the key words to experience the characters. It is a very simple activity to summarize the image by circling keywords, but our teacher just didn't make it clear, or it can be said that there is a lack of conscious awareness of activity design.
3) Avoid "looking up to heaven and harvesting" in teaching activities.
In the discussion with teachers, some teachers put forward questions that students ask and teachers and students answer each other. I used to think that this question was a very clever teaching method. I have seen it in teacher Li Zhenxi's class record and even used it on myself.
This time, xu teacher severely criticized this teaching method. "There are many questions raised by students, because many of them are very shallow questions and answers." "In fact, there are many problems that have little to do with the reading comprehension and reading quality of the text. You can solve their broken and fragmented problems in this class, and there is no way to organize teaching. This is a ... Second, whether a teacher can quickly grasp a valuable question among some questions raised by students themselves, and carry it out thoroughly, and then really read the text thoroughly. To be honest, I dare not do so. "
How to raise high-quality questions is also the focus of Chinese teaching.
4) Put forward supporting questions.
Chinese reading activities can raise questions and arouse students' further thinking. However, "the reading activity of the text cannot be constructed entirely by asking questions." We can ask one or two questions. If this course keeps asking questions and students keep answering your questions, it will be boring. "
Almost all my classroom activities are spent asking questions, which is exactly what xu teacher said: "Students find answers, teachers laugh, students can't find answers, and teachers die unsatisfied." This is very boring and monotonous Chinese learning, and students can't afford any interest.
What is a supportive question?
When answering this question, xu teacher gave his own understanding:
How many questions can be transformed into supportive questions in classroom teaching? The questions asked and answered are rarely supported. Sometimes a problem comes, students have to read a lot of books and do a lot of communication. It's called support. The questions in the classroom must be supportive. Going back and forth with students is not supported. It is supportive to associate with students.
The problem of support here should refer to the problem that can affect the whole body, the problem that can cause thinking collision and conflict, and the key to the design of teaching activities.
5) The activity design should be supported.
Whether to have scaffolding or not depends on the students' situation and the difficulty of the problem. Scaffolding has a purpose, and scaffolding is a ladder, which allows students to climb to a higher cognitive level.
When a teacher designs epitaphs or awards, xu teacher points out that this kind of activity is very good, but it is difficult to just throw out questions for students to write, and the effect will be greatly reduced. How to enhance the effect of this activity, xu teacher gave some support: reducing the difficulty, giving the format and so on. These measures have made this activity solidly advanced.
Then design text activities by comparison:
(1) Feel the contrast, this is the preheating link. You can show a comparison before and after, such as the sentence that describes the wasteland in front and the sentence that becomes an oasis in the back.
(2) Comparison, search and discovery. "From my attitude, I can never change into a hopeless. You can give him some hints about what we are discussing today, so that he can read and discover, and the students can read and communicate. You see that he is not asking questions, but belongs to communication and sharing. "
(3) Promote interesting activities. Here, xu teacher did not enter the role of traditional comparative analysis and appreciation, but used the activities that students like to present this contrast in the form of poetry. Here, there is also a scaffold, which reduces the difficulty. "For example, it is interesting to compare the gardens and oases we found in front and extract good adjectives or amazing sentences as the first paragraph of the poem. This is a language refining and appreciation activity. What did you say? What is it now? Ok, please write the second paragraph. What is this? Here's the thing. Just compare this with several places, refine it into a very good and refined poem, and then continue reading. This is a language activity. After such continuous reading, don't say anything about the effect of contrast. "
Activities can't be asking questions to find answers, nor can they do too rational analysis, so the class will be stiff. "Don't become to say, excuse me, what is the expression effect of contrast, what is the role, and you will become a question to find the answer. This rational analysis makes the classroom instantly cold, doesn't it? Becoming a language is an activity. How? "
(4) There are three steps to a big activity, and it goes deeper and deeper.
6) The activities mentioned in the article also include: telling stories from a bad angle, making movies to find shots (scene reproduction), comparing pictures and texts, comparing picture books with texts, dictating words in series, dictating words, looking for antonyms of texts, etc. And the activity design of Lao Xu road cars is handy. And xu teacher specifically mentioned fun, fun, and brought the students in. This is also an important part of activity design. Teacher Li Zhenxi also said something similar. Chinese class should be interesting.
Although I didn't take part in xu teacher's offline teaching and research, I learned the text interpretation and teaching design this time, and gained important knowledge of Chinese teaching through slow arrangement.