Reflections on the teaching of "Three Gorges" in the first volume of the eighth-grade Chinese language published by the People's Education Press 1
The article "Three Gorges" is a textbook for eighth-grade students published by the People's Education Press. This is a reading classical Chinese article. The author is The extremely concise and beautiful language shows us the majestic and magnificent Three Gorges of the Yangtze River with full of affection. According to the requirements of the curriculum standard for reading, that is, to cultivate students' ability to feel, understand, and appreciate, so that students can be emotionally influenced, inspired by ideas, and enjoy aesthetic pleasure, I have carefully designed two teaching objectives
(1) Read the text with emotion and experience the author’s sincere admiration for the Three Gorges.
(2) It is to taste the author’s beautiful language and fully experience the majestic scenery of the Three Gorges. According to the requirements of the curriculum standard for classical Chinese reading: read simple classical Chinese texts and be able to understand the main content of the article with the help of reference books. The teaching goals I directly established are:
(3) Implement the content words and understand them in conjunction with the annotations under the book. Literary meaning. Finally, according to the requirements of the curriculum standards for writing, which is to be good at capturing the characteristics of things, and strive to express unique feelings and real experiences of nature, the teaching goals I designed are: (4) Learn how the author captures A writing method based on the characteristics of the scenery. Judging from the overall classroom effect, I feel that my teaching design is reasonable and carefully conceived in accordance with the three dimensions of the curriculum standards. Judging from the successful achievement of teaching goals, especially from the solid implementation of knowledge, reading and The improvement of writing ability and the gradual influence on students in terms of emotional attitudes and values ??made me feel that I had learned a relatively successful lesson. It has been a long time since I taught this class, and the song of the Yangtze River that swallows mountains and rivers is still echoing in my ears. The majestic and magnificent scenery of the Three Gorges is still appearing in front of my eyes. My emotions and thoughts are still intoxicated. In the harmonious, harmonious and passionate classroom, the students' eyes are actively seeking knowledge, the enthusiastic communication and emotional interaction between teachers and students make me deeply feel that under the inspiration of the spirit of curriculum reform, I am taking a step forward Transition to a new type of people's teachers.
1: Successful achievement of teaching objectives
In the reading teaching session, I did not explain boringly how to read aloud with emotion from a theoretical perspective, but let the students accompany them. Beautiful music to read and feel. In the wonderful music, the students' passion and interest in reading are stimulated, and the students' reading level is naturally maximized. The beautiful melody and affectionate reading made the students initially feel the beauty of the Three Gorges and enjoy the aesthetic taste of nature.
In terms of implementing the substantive words and clearing up the meaning of the text, I fully tapped the potential of the students, gave full play to the students' self-starting and independent learning spirit, and allowed the students to fully preview before class and solve basic knowledge on their own. In class, I just check the preview and solve difficult problems. Through the students’ confident and fluent answers, I felt that the students’ implementation of basic knowledge was solid and solid.
In terms of discussing the content of the article, I carefully designed one question after another from the shallower to the deeper. Starting from the overall situation, I asked a very simple question: What scenery of the Three Gorges is written in the article? Almost all students can blurt out: "the mountains and waters of the Three Gorges". I took this as a starting point and asked questions one after another: What is the difference between the mountains in the Three Gorges and the mountains in our hometown? What language in the text did you recognize? What are the characteristics of the water in the Three Gorges? Does water in different seasons give people the same feeling? What is your favorite season in the Three Gorges? What kind of writing method did the author use to make us so fascinated by the Three Gorges? Because I made abstract questions concrete and visual, coupled with my patient and meticulous inspiration and guidance, even students who usually don't like to speak can boldly and actively raise their hands. At the same time, the design of this question also provides a good basis for the next writing-related teaching. The stage has been laid. In order to enable students to apply what they have learned, I introduced oral composition training based on the analytical reading I just finished. In order to better stimulate students' enthusiasm for writing, I used multimedia to reproduce the beautiful scenery of the Three Gorges, accompanied by the majestic The passionate soundtrack song "Song of the Yangtze River" suddenly ignited the writing passion of the students. The students rushed to use beautiful language and various rhetorical methods to vividly describe the style of the Three Gorges today. Finally, student performances were used to review the past of the Three Gorges and show the present and future. Therefore, the completion of my teaching goals is relatively successful.
2: Selection of teaching methods and teaching strategies
Since this article focuses on perception and appreciation, it is difficult for students, so I actively create classroom emotional atmosphere. The enthusiastic communication and active interaction between teachers and students runs through the whole class. In order to make students participate more proactively, I did not directly penetrate the teaching objectives of this lesson to the students, but let the students formulate them through independent, cooperative and inquiry methods. The teacher will briefly summarize the study plan for this lesson at the end. Because of my full respect, trust and understanding of the students, the students' desire to actively seek knowledge was suddenly aroused. How could the students not be willing to use their brains and proactively solve the questions they designed themselves? In this way, a strong learning atmosphere was created by me soon after class, which laid a good emotional tone for the subsequent classroom teaching.
In order to make students more fully feel the beauty of the Three Gorges and the beauty of the great rivers and mountains of the motherland, what kind of teaching methods and strategies should be adopted? I pondered over and over and explored carefully, and finally decided to use multimedia, use inspiration and inquiry methods, and introduce music into the palace of literature. The elegant guzheng music immediately brought the students into the dreamlike ancient Three Gorges. The majestic and heroic Song of the Yangtze River accompanied by the wonderful pictures of the current Three Gorges shocked the students' hearts. How could this not make The students were thinking about it, how could they not be impressed by the beauty of the country. At this moment, the students' emotions have resonated with the author's emotions, pushing the atmosphere of this class to a climax. The emotion has arrived, the scene has arrived, and the blended emotions of the scene prompted the students to express their inner emotions eagerly, and the next step of oral composition effectiveness training naturally fell into place. A few short sentences of praise for the Three Gorges fully demonstrate the effectiveness of my reading-induced composition.
In order to better inspire students in terms of thoughts and emotions, I also carefully designed the performance "Yesterday, Today and Tomorrow" at the end of the class. Through the students' emotional performances, it not only demonstrated the students' Specialties, and also reviewed the main content of this lesson in a unique way, so that students were inspired and comprehended in the vivid performance. The Three Gorges today is fascinating, and the Three Gorges tomorrow will be even more fascinating. The students' thinking has been expanded again, and their thoughts have already flown to the construction of the Three Gorges tomorrow. The emotional education and ideological education for students can be said to be meaningful, and the students are greatly encouraged.
Three: My teaching style
Fully mobilize students' enthusiasm for learning, create a harmonious and harmonious classroom atmosphere, friendly exchanges between teachers and students in the classroom, enthusiastic interaction, and in-depth exploration Teaching students’ potential and demonstrating their strengths have been my teaching style in recent years. In my class, there are almost no dead ends. I will use my smile to relieve their tension. I will use friendly and vivid language to solve their doubts in the way of talking to friends. I will also use my sincere eyes to encourage students to be bold. Show yourself, I am no longer the protagonist in the classroom, I am just the leader among equals. The students and I communicate silently and affectionately with each other through our eyes, movements, expressions, and language, so as to achieve the highest level of knowledge. , enjoy and progress together to achieve the common development of teaching and learning. Because I have a heart-to-heart connection with my students, it is easier for me to tap into their potential and strengths. They are all eager to express themselves in front of me. For example, the performance design at the end of the class, with its ingenious conception and novel content, was the work of a relatively introverted female student in my class. Nan during the performance is usually taciturn, but through the cooperation of our teachers and students, Inquiry, I think the teaching arrangement here is the most shining point of my teaching style, and their impressive performance made this class the icing on the cake and has meaningful meaning.
Four: Talk about my successes
My biggest success in this class is to capture momentary inspiration and temporarily change the teaching plan. After focusing on the beautiful scenery in spring and winter, my original teaching plan was to have a classmate who is good at reading read aloud with music. However, when I saw that the students were all infected by the author's beautiful language, they were all fascinated by the magnificent scenery. When I was fascinated by the Three Gorges, a bold idea suddenly came to my mind: Why not let the students close their eyes and spread the wings of their imagination to travel along with the melodious guzheng music? I was first startled by my own fantastic idea, and then decisively adopted this "spark of wisdom". Looking at the students with their eyes closed and intoxicated in the refreshing music, I really felt... Be grateful for your unexpected gains. The beautiful music comes one after another and changes my mind endlessly. I firmly believe that more magical pictures have been designed in the hearts of the students. I was really infected by the warm and warm situation I designed temporarily. The originally planned reading for students became a reading aloud for me that I couldn't help but. This teaching link has therefore become the most successful part of my teaching. Afterwards, I reflected carefully and finally realized that this instant inspiration was by no means accidental. It was the fire of wisdom generated by me under the guidance of new educational concepts. It was the interaction and integration between teachers and students in the classroom. * Vibration effect, it makes students fully feel the charm of Chinese class, which is really a beautiful enjoyment.
Five: My shortcomings and re-teaching design
This class has various forms and rich content, but it feels complicated, which hinders students' grasp of the key points and the use of music. , the performance of the skit did arouse the interest of the students, but too much use reduced the charm of the Chinese literature, and it felt like the guest was taking over the host.
Re-teaching design: In terms of class arrangement, I will arrange one class period into two classes. In terms of selection of class content, I will reluctantly abandon the link that shows the style of today's Three Gorges. In terms of the selection of multimedia, I will only select a piece of music to enhance the atmosphere of the class. The purpose is to allow students to truly be edified in ancient culture and thus love the splendid culture of ancient China even more.
The above is my reflection on teaching. I hope colleagues can criticize and correct me.
Reflection on the teaching of "Three Gorges" in the first volume of eighth-grade Chinese published by the People's Education Press II
Traditional classical Chinese teaching tends to overemphasize the teaching of classical Chinese knowledge, leaving only the understanding and understanding of characters, words, and sentences in ancient works that were originally rich in meaning. Implementation, this is obviously an approach that is eager for quick success, and the result will inevitably be to dismember the work, and only see the "trees" but not the "forest".
During the pre-class preparation, chat naturally with the students to introduce the students to the beautiful artistic conception of the text, and then briefly introduce the common knowledge of literature before entering the study of the text. First, students are given a preliminary reading demonstration through music and music, allowing students to initially perceive the text, read the pronunciation of the words accurately, and bring students into the artistic conception of the text. Then, students are designated to imitate the text, and other students make comments. Then let students read the text aloud by themselves based on the annotations in the book, outline the areas they do not understand, organize group discussions in a timely manner, resolve doubts, and clarify the meaning of the text. After three readings, most students had a deep impression of the article, and at least most students could read the text fluently and freely. At this time, organize an exchange within the class: What confusions or gains do you have? Through student-student questions and answers, teachers clarify and guide students to learn important classical Chinese words. On the basis of thorough reading, guide students to grasp the overall picture. In what two aspects are the beautiful and magical scenes of the Three Gorges mainly reflected? At this point, students have actually become deeply involved in the text.
Next, enter the stage of reading the text and appreciating the beautiful scenery. Through the display of pictures, review the beautiful sentences of the text and appreciate the beauty of the Three Gorges scenery. The teacher instructs the students to talk about what scenes they like in the author's writings, and then organizes emotional readings of the text, group exchanges, and intra-class exchanges to naturally generate a summary of the characteristics of the Three Gorges.
Finally, combine the classroom content, expand and extend, and conduct classroom writing practice to guide students to pick up the pen in their hands, explore the beautiful points from the text, use the given sentence structure to write a paragraph of beauty analysis, and guide students to use The pen deepens the ability to summarize, analyze and express the characteristics of the Three Gorges.
To sum up, I believe that "taste" should be based on "reading", and after "taste", "writing" should be used to enrich the accumulation of language. Reading first and then reading, reading with appreciation, reciting repeatedly, comprehending the meaning of the text, putting it into writing, and applying what you have learned are the ways to learn an article well, especially an article as beautiful as a fairyland like "Three Gorges".
Classical Chinese is a carrier of knowledge. It carries the task of imparting knowledge, but it is by no means the only task, let alone the fundamental task. Facing the article "Three Gorges", if it is read in pieces, it will inevitably lose its original charm. Therefore, in teaching, I strive to let students interpret the language as a whole, truly realize the dialogue between students and the text, and learn to live knowledge rather than isolated words. Therefore, in the process of clarifying the meaning of the text, I boldly changed the form of cross-talk in the past, letting students learn independently and cooperatively, and completely let students read the text with the help of annotations. If there are problems that cannot be solved, they will be brought to the class to discuss. *Resolved with discussion. Practice has proved that with the foundation of the previous recitation, students can completely solve the problem of connecting text and meaning on their own.
If the previous reading is preparation for reading, then the real reading lies in students’ appreciation of the beautiful sentences in the article. In this section, I first ask students to find out what they like, and then explain why they like it. Many students like to write about the water in the Three Gorges in summer. So I seized the opportunity, induced associations, and thought of some poems similar to the scene here, so as to cultivate the students' imagination ability. The water flow is fast in summer, and the students thought of Li Bai's "Early Departure from Baidi City" from the original text, and also thought of many poems about water. This is both an understanding of the text and a transfer of knowledge. Some students like the desolation of autumn, facing the tall mountains on both sides of the river, listening to the sad and melodious calls of apes, and experiencing the depth of the empty valley, which makes them emotional. This kind of listening and thinking directly facing the text brings students closer to ancient time and space, as if they hear the author's distant call and see the author's admiration for the magnificent rivers and mountains. If there is water in the mountains in "Three Gorges", mountains in the water, and the mountains and rivers are integrated, then people who study "Three Gorges" will also become one with the natural landscape. On this basis, students are guided to pick up the pen in their hands, explore the beautiful points from the text, and use the given sentence patterns to write a paragraph of analysis of the beautiful points. They should be able to do it at their fingertips and complete the whole process of training listening, speaking, reading and writing skills. . Classroom practice shows that students' performance can be better than our preset expectations.
Of course, many shortcomings and deficiencies have also been exposed in the classroom teaching process. For example, the courseware produced highlights the intuitiveness and fun of the class, but ignores the knowledge of the class. Students only recall part of the content, and the effect does not meet the expected ideal. For another example, my classroom language was not concise enough. The word "continuous" was used several times and there were also slips of the tongue. These all remind myself, "Learn before you know your shortcomings, teach before you know your difficulties." After this classroom teaching, I have a better understanding of the classroom, more gains, and more thoughts. I think I We will definitely be able to continuously improve on the original basis and continue to grow and progress under the guidance of our colleagues. Reflection on the teaching of "Three Gorges" in the first volume of the eighth-grade Chinese language published by the People's Education Press III
"Three Gorges" is a classical Chinese article with beautiful quality. It is a model article in "Shui Jing Zhu" written by Li Daoyuan This work not only introduces the geomorphological features of the Three Gorges in detail, but also has high literary value. In order to allow students to understand literature and art and feel the beauty, during teaching, I set the following learning goals: 1. Read the text carefully and understand the meaning of the text. .
2. Read it aloud repeatedly, appreciate the beautiful scenery of the Three Gorges, and appreciate the subtlety of the language. 3. Master the method and recite it easily. This design not only allows students to understand the scenery and characteristics of the Three Gorges, but also allows students to appreciate the charm of language.
In the teaching of "Three Gorges", I did not design piecemeal questions one by one. I always used "reading" throughout the whole process, allowing students to read the text multiple times in different forms, such as: silent reading, light reading Read, read aloud, etc., and complete the learning goals while reading. The entire classroom is filled with students reading, speaking, tasting, and memorizing, and the teacher is just a guide. The main role of students can be maximized. The characteristics of "Chinese flavor" in Chinese classes are fully reflected.
Based on the students’ accurate reading of the article "Three Gorges", I guided the students to master the recitation method, distinguish the layers, understand, and master the key words, and then tested it using the "word reduction recitation method" Test, the whole class is full of reading, taste, accumulation, method guidance, efficient and accurate.
A classroom without questions, a structured reading. Beautiful, with wonderful music, allowing students to learn and gain beautifully. The entire Chinese class has become a place to appreciate, perceive and harvest beauty. Reflection 4 on the teaching of "Three Gorges" in the first volume of eighth-grade Chinese language published by the People's Education Press
"Three Gorges" is an excellent prose work of both text and beauty. Although the editor thinks it is a geographical work, I think it is amazing that the ancients could use such beautiful writing to praise the rivers and mountains of the motherland.
The benevolent are happy in the mountains, and the wise are happy in the water. This may be the most unique humanistic character of ancient Chinese literati. Xie Lingyun is like this, Tao Hongjing is like this, Su Shi is like this, not to mention people like Tao Yuanming and Li Daoyuan. Li Daoyuan focused on the majestic mountains and beautiful water of the Three Gorges. The mountain is continuous and high, straight and beautiful, as if it was carved by miraculous craftsmanship. You see: "The mountains are stacked with heavy rocks, hiding the sky and the sun; you see, the water can spread over the mountains and hills, and you can see the reflection, silent and quiet. It is unrestrained, it is quiet, it is sad. In Li Daoyuan's eyes, the mountains It seems to have become a container that can hold all things, allowing the high gorge to contain the beauty of all the water. The water seems to have spirituality, "clear, graceful, handsome, and full of interest."
During the lecture, I communicated my feelings about reading aloud with the students, talked about the beauty of the Three Gorges, and talked about my feelings after visiting the Three Gorges. But when I asked the students to talk about their feelings about reading the text, Students can only scratch the surface and describe the four seasons of the Three Gorges and the mountains and rivers of the Three Gorges, but they cannot deeply appreciate the author's praise of the Three Gorges.
I think this may be because the students have not been to the Three Gorges. If he could visit the Three Gorges, his experience would definitely be different!
Of course, there is a gap between Chinese materials and reality. For example, in the text, there is Zhaozhou Bridge, Marco Polo Bridge, the Palace Museum, Suzhou Gardens, Qiantang River Tide, and West Lake. It is impossible for students to go to all of them. Even I haven’t been to them all. There is a gap between Chinese materials and reality. Just because we study the text does not mean that we are necessarily familiar with the material. Reading and practicing are two different things. However, if students grow up and have the opportunity to see those beautiful scenery and have a deep understanding of these scenery, their feelings should be different.
In the study of classical Chinese, we have always focused on memorizing, remembering the author, remembering the literary attempt, remembering the translation of the words, remembering the center, remembering the analysis of the text, and remembering some " Why” and “Answer”. In fact, I think that relying solely on memory, the enthusiasm for learning classical Chinese and the enthusiasm for Chinese culture will slowly disappear. And the aging of classical Chinese, isn’t it a tragedy for Chinese teaching?
So I tried to let students describe the Three Gorges, write some guide words, do some paintings, add some poetry, and do some recitation.
But contradictions arise again. Students can't do it at all. They can't write guide words, and they can't draw pictures, let alone add their own poems to pictures. Of course, recitations can be carried out, but only what belongs to others, when will it become their own? Woolen cloth?