The teaching theme of this unit is "Songs of the Four Seasons". The original intention of editing is to let students have a pair of eyes to discover the beauty of the four seasons and a heart to feel the beauty of the four seasons. Second, I hope that students will love nature while enjoying the beauty of words, get inspiration from life and enrich their humanistic feelings. Phenology teaching in Tang and Song poetry should fully embody these two points. In teaching, students should not only know what phenology is, but also focus on understanding the phenological phenomena reflected in Tang and Song poems. More importantly, students should be emotionally infected by learning this article and cultivate their spirit of scientific exploration.
Grade seven students came into contact with expository writing last semester and got a general understanding of its characteristics. In teaching, students may have some obstacles in understanding the Tang poetry and Song poetry quoted in the text, which should be paid special attention to. In specific teaching, don't focus on the characteristics, sequence and methods; In addition, the content of the paper is single, and single teaching methods, teaching forms and article interpretation should be avoided in teaching. Therefore, in order to make expository teaching as "Chinese" as possible, the following relations must be handled well.
1. Handle the relationship between knowledge understanding and language learning.
Explanatory writing teaching is not a simple knowledge transfer. Although the understanding of phenology knowledge is the focus of this teaching, language learning and taste and emotional edification of the article should run through the whole learning process. The author presents the content of the article through language, and the students understand the article through language feeling and are infected. Correct, sensitive and rich sensibility to language and writing is conducive to improving students' reading comprehension and expression ability. Therefore, two links are designed in teaching to deal with the relationship between knowledge understanding and language learning. First, after the classroom introduction, students can use the reading method outlined by circles to sort out the arrangement of articles, and at the same time understand phenology knowledge, so as to cultivate students' ability to acquire, screen and integrate language information. Second, after mastering the phenological characteristics, students can appreciate sentences or paragraphs in person and understand the value of Tang and Song poetry from another angle.
Compare the language expression with the prose title just learned to further improve students' feelings, experiences and understanding of the article.
2. Handle the relationship between teaching form and teaching content.
Suhomlinski said: "I am convinced for a thousand times that without poetic emotion and clear spring-like beauty, it is impossible to have students' all-round intellectual development." Therefore, to stimulate students' interest in Chinese, appropriate teaching organizations can achieve this goal. In the teaching design, around the understanding of phenology, several rounds of competitions are used to make every student in an excited learning state, which can not only publicize students' personality, but also cultivate students' sense of competition. The inspiring evaluation of teachers in the classroom, the arguments among students, the discussions between students and teachers, and the passion of teachers and students fly in the whole learning process.
3. Handle the relationship between text content and extracurricular extension.
The purpose of teaching is to enable students to use existing knowledge and solve new problems by themselves. Teacher Ye Shengtao said that "the textbook is just an example", so extracurricular expansion is the best test for students' learning effect. In teaching design, after mastering the understanding and characteristics of phenology in Tang and Song poems, students can boldly jump out of the text and use network and multimedia technology to extend the knowledge of phenology related to the moon, dew, wind, clouds and flowers and birds, so that students can realize the practical value of describing scenery in Tang and Song poems. Using the phenological records of Beijing soil, let students form the habit of observing the phenological changes of nature. These extra-curricular extensions are a further interpretation of the text content, an evaluation of students' ability and a spiritual process of students' emotional cultivation.
Teaching design
[Teaching objectives]
1. Understand the relevant knowledge of phenology, cultivate the feelings of being close to nature, and cultivate students' spirit of scientific exploration.
2. Clarify the organizational structure of the article and cultivate students' ability to acquire, select, integrate and apply information.
3. Master the phenological characteristics and laws described in Tang and Song poems, analyze and taste the poems in the text from multiple angles, and improve students' literary literacy.
4. Through comparative reading, we have a further understanding of the expression "explanation".
[Teaching Focus]
Understand the relevant knowledge of phenology and master the phenological characteristics and laws described in Tang and Song poems.
[Teaching difficulties]
Understanding of the content and practical value of Tang and Song poetry.
[Teaching arrangement] One class hour
[Preparation before class]
1. According to the four groups, under the leadership of the group leader, everyone began to sort out the knowledge about phenology and collect poems about phenology in Tang and Song Dynasties. Teachers emphasize the need to hold competitions in class to stimulate their interest in learning.
2. Teachers should do a good job in courseware, which includes the introduction of phenology knowledge, extracurricular poems about phenology in Tang and Song Dynasties, records of phenology in Beijing and so on.
Preparation before class is the basis of a good class and the embodiment of students' learning initiative, thus cultivating students' ability to collect data and process information initially. )
[Teaching Steps]
First, import
Students show the collected phenological knowledge.
The first round of competition: phenological knowledge
The teacher evaluates and scores on the blackboard according to the order of answering first and the accuracy of knowledge.
("Students are the masters of learning, Chinese teaching should stimulate students' interest in learning, pay attention to cultivating students' learning awareness and habits, and create a good learning environment for students", and the form of competition can better reflect this concept. )
Second, clarify the ideas of the article and perceive the content of the article as a whole.
1. Each group is divided into four groups. Draw the main information of the article by drawing a circle to integrate the main meaning of each paragraph.
The second round: See which group speaks fast and well.
The teacher evaluates and scores the students' answers on the blackboard in the order of scrambling to answer them, and makes it clear whether they are right or wrong. The score of the group is recorded in the name of the big group.
The teacher should write the main points of the students on the blackboard and let the students organize the content of the article.
Flowers and birds are the language of nature.
② Poets in Tang and Song Dynasties have made outstanding achievements in phenological singing.
③ Some phenological phenomena and laws revealed in Tang and Song poetry.
④ Some characteristics of phenology can be seen from the phenology recited by poets in Tang and Song Dynasties: phenology varies from place to place and from time to time.
The circled reading method is based on the requirement of "teaching materials should guide students to master Chinese learning methods" in the implementation plan of the new curriculum standard introduced last semester. Selecting the main information of the article is an effective reading method that junior one students should master and skillfully use. Using this method, students can quickly grasp the main content of the article and accurately understand the author's writing intention. )
2. Each group of students summarizes the main content of the article in their own words.
The third round: See which group speaks comprehensively and accurately.
Reference point: ① Introduce some phenomena in nature, which implies some natural laws. Flowers and birds are natural languages. ② Mainly introduce some phenological phenomena and laws revealed in Tang and Song poetry. ③ Discussed the significance of phenology research in Tang and Song poetry.
The teacher evaluates and scores on the blackboard according to the order and correct rate of the answers, and gives specific guidance to the students' answers. The score of the group is recorded in the name of the big group.
("Reading is an important way to collect and process information, understand the world, develop thinking and gain aesthetic experience". The main content of the summary article is not only a dialogue between students and texts, but also a dialogue between students and teachers, students and students. At this time, the teacher is a participant in learning with everyone. )
Third, according to the content of the article, appreciate and compare the language of the article.
1. Grasp the phenological characteristics, personally appreciate the sentences or paragraphs, and understand the value of Tang and Song poetry from another angle.
For the purpose of group discussion and cooperation, personal appreciation really needs students' personal reading opinions in teaching, because "reading is students' personalized behavior" and "students should be allowed to deepen their understanding and experience in positive thinking and emotional activities to feel and think", so teachers "should cherish students' unique feelings, experiences and understanding". When students personally appreciate sentences or paragraphs, teachers can put forward different requirements for students' different levels. For example, students with poor understanding can retell the analysis of "green" in the book as an example; Students with a little understanding can grasp the characteristics like willow pumping green, evaluate a large number of poems about "willow" in Tang and Song Dynasties, and then find out the phenological characteristics or laws. This also reflects the teacher's respect for students' personality differences. )
2. Comparing the language expression in the two essays, we have a clear understanding of this expression.
The difference between "understanding narrative, description, explanation, discussion, lyric and other expressions" in reading is an essential language ability for students. Today, when style knowledge is weakened, it is not that teachers are not completely deprived of learning and training in this area, but only that teachers are required to handle it skillfully, which should be paid attention to. For example, the quotation of "blowing your face without chilling your willows" in "Two Chapters" in teaching describes the softness of spring breeze, while in this article, "the grass rushes across the plain and comes and goes with the four seasons. Wildfire never completely devoured them, and they grew taller again in the spring breeze. " The purpose of citation is to point out two important laws in phenology. )
Fourth, expand the practice.
The teacher started the fourth round of competition by showing the courseware.
1. Name the seasonal or phenological characteristics reflected in the following poems.
In the spring morning, I woke up easily, and birds were singing everywhere. How many flowers fall after a stormy night. (spring)
(2) An old friend said a few words about the Yellow Crane Tower, and fireworks went down to Yangzhou in March. Sailing alone in the blue sky, I can see the Yangtze River flowing in the sky. (spring)
(3) On a frosty night, Jiang Feng fished to sleep. In the lonely Hanshan Temple outside Suzhou, the bell that rang in the middle of the night reached the passenger ship. (autumn)
4 silver candle cold painting screen, light Luo small fan flapping fireflies. Day and night are as cool as water. Sit and watch the morning glory and Vega. (summer)
(5) Hundreds of mountains have no birds, and thousands of paths have no footprints. A boat on the river, a fisherman wearing his webworm moth; Fishing alone is not afraid of snow and ice. (winter)
2. Name the seasons reflected in the following poems.
A drizzling rain falls like tears on the Mourning Day; The mourner's heart is going to break on his way. (Tomb-Sweeping Day)
A person is a stranger in a foreign land, and he misses his relatives twice every festive season. When I think of my brothers' bodies climbing high, I will feel a little regret for not being able to reach me. (Climbing Festival on September 9th)
Besides firecrackers, the spring breeze also brings warmth to Tu Su. (New Year's Eve)
(4) I wish people a long time, and thousands of miles * * * ChanJuan. (Mid-Autumn Festival)
Extending from in-class to out-of-class conforms to students' cognitive rules, especially "reading ancient poems, consciously improving appreciation taste and aesthetic taste in accumulation, perception and application", which makes this class have a strong "Chinese flavor".
5. Students collect poems about phenology in Tang and Song Dynasties to challenge the competition.
6. Introduce the phenology of soil in Beijing, and the teacher will evaluate and summarize this lesson according to the scores of each group.
1. Introduce the author Zhu Kezhen with "Beijing Local Phenomenology" (a short article) to stimulate students' spirit of scientific exploration and cultivate their feelings of being close to nature.
2. Ask students to talk about their feelings.
3. Announce the results of the competition, and give an encouraging evaluation to the whole class.
The teacher's evaluation is not only the recognition of students' performance in class, but also the summary of students' learning situation at that time. "Objectively describe the progress and shortcomings of students' Chinese learning, make suggestions, and evaluate students with the most representative facts. "in the evaluation, teachers should actively guide students with inspiring language and let them actively participate? * Study hard. This link is more important to cultivate students' feelings, attitudes and values, so as to cultivate students' feelings of being close to nature and stimulate students' spirit of scientific exploration. )
Teaching postscript
Let expository teaching show "Chinese flavor"
Phenology in Tang and Song poetry is an expository article to introduce phenology knowledge. Teachers generally use "1". Understand what scientific knowledge the text introduces to us; 2. Second, study how the author vividly and accurately introduces scientific knowledge. Although this kind of teaching can accomplish the task, it lacks innovative consciousness, and the stylization of teaching program design not only causes the rigidity of classroom teaching, but also hinders the all-round development of students' thinking.
Modern teaching theory divides Chinese teaching into two fields: cognitive field and emotional field. They permeate each other, cause and effect each other, and form an organic unity. Obviously, there is no lack of incisive analysis and knowledge introduction in our expository teaching at present, but what we lack is a passion and an infection. Over time, teachers teach without passion and students are not interested in learning. Originally, the story had no lesson meaning, but it was dismembered by the teacher, leaving only leverage; The original concise text, analyzed by the teacher, is only a conceptual "vivid and accurate writing" In such a classroom, science has no life, words have no charm, and emotions are drifting away from words ... such teaching has lost its "Chinese flavor".
In the teaching of this class, it is worth thinking about the following aspects to show the "Chinese flavor" in the teaching of expository writing.
1. Do a good job of storing students' data before class and attach importance to students' emotional input before class.
In expository teaching, when students are unprepared, the classroom atmosphere is often not very active. So, before class, the teacher arranged a preview task: to find the information about phenology through the internet, collect the poems about phenology in Tang and Song Dynasties, and guide the students to sort out the information for their own use. The students' data reserves before class are also to prepare for the challenge competition between groups in class.
2. Follow the basic law of reading comprehension that "a whole part is a whole" and pay attention to students' emotional expression in class.
In teaching, the teacher first asks students to sort out the ideas of the article and perceive the content of the article as a whole. In this process, teachers pay attention to students' "circle sketch" and cultivate students' good reading and study habits. Then let students grasp the phenological characteristics, appreciate sentences or paragraphs in person, understand the value of Tang and Song poems from another angle, and let students be influenced by literature to achieve the harmonious unity of "instrumentality and humanism" in Chinese teaching; Finally, by extension, the interaction between students and teachers is not only a further interpretation of the text content, but also an inspiration to students' emotions, so that both students and teachers can experience an intoxicating aesthetic pleasure.
3. Choose the appropriate teaching form and pay attention to the cultivation and mobilization of students' interest in learning.
The Chinese class that students lack interest in learning is single-minded, which is reflected in the fact that the dialogue between teachers and students is only a way to complete the teaching task, lacking true feelings and sincere confessions. In this way, it is difficult to encourage students to communicate with the text, and the pursuit of text value will be fleeting. Therefore, teachers must stimulate students' interest in learning, give full play to students' subjectivity, and change "I want to learn" into "I want to learn" so that students can truly become the masters of learning. In teaching design, teachers pay attention to the understanding of phenology, and make every student in an exciting learning state with several rounds of competitions, so that the semantic classroom is full of the brilliance of humanity, the blending of wisdom, the publicity of personality and the fragrance of semantics, and the classroom becomes a fertile ground and spiritual habitat for teachers and students to grow together.
Of course, how to grasp the emotional points of teaching materials and students' emotional points, and build a bridge between them, so that students can be infected, edified and inspired in turbulent emotions and achieve the best teaching effect, this degree of grasp needs teachers to do further discussion. Page: [1] View Full Edition: Phenology in Tang and Song Poetry