Teacher Zhang's lecture is divided into three parts: classic rediscovery; Four dimensions of novel teaching design; Several tips for reading texts carefully and recommending some reference books.
First, rediscovery of classics
The current era is the era of reading fragmentation, with the absence of classics and the poor overall quality of teaching materials. Let us call for the return of classics!
Because classics play a huge role in everyone's life growth.
what is a classic? Teacher Zhang told us:
1. Classics are works that we read for the first time, just like reading many times.
2. Classics are works that we are rereading, not what we are about to read.
3. Classics are works that we still read for the first time.
The teacher also said that the novels of Italian writer Ilotta Calvino are extremely wonderful and worth reading.
1. Classic rediscovery
Teacher Zuqing took The Poor as an example and talked about classic rediscovery.
Tracing back to the source of the text, victor hugo, a great French writer, first wrote Poor Man. Later, lev tolstoy, a great Russian writer, changed it into the novel The Poor Man, which was translated by Cao Ying, a famous translator, and we enjoyed a classic.
2. Close reading of the text
Comparison of poetic features.
The poem "Poor People" is full of emotion, which directly expresses the author's attitude and feelings.
The novel "The Poor Man" has deep and implicit feelings, and promotes the story with the help of psychological description, environmental description and dialogue description.
different writing methods have different effects!
3. The first paragraph pays attention to point one: the superb art of environmental contrast description and indoor scenery description.
The writer saves pen and ink, omits everything else in the room, and he only describes four aspects around warmth, warmth and comfort.
focus 2: the contrast between children's quiet sleep and sauna's fright.
the sharp contrast between sleeping quietly and feeling jumpy.
Paragraph 3: Pay attention to "it's still early to go to bed". This sentence plays a vital role.
It's obviously past one o'clock, and it's obviously not early to go to bed. Why did Sang Na say "it's early to go to bed"? Just because I am too poor to open the pot, I am forced by life. The words "it's early to go to bed" will brighten up text teaching.
Warm and comfortable are in sharp contrast with damp and cold, both because of human life and death.
"A bed facing the door" reveals that Simon's family has four walls.
"A pale and stiff hand seems to grasp something" and "Sleeping soundly" are intriguing details that make people cry, which is the genius of Tolstoy's writing.
In the seventh paragraph, pay attention to the dead Simon
The contents of their silence are different, and the things behind "silence" are more memorable.
what can be taught in the poor? Teacher Zuqing said, add first.
1. Introduction to the unit and other texts in this unit;
2. A brief introduction to Tolstoy's life, major works and writing style;
3. Read and explain the words: whistling, shelf, dark, uneasy, struggling, scratching, etc.
4. what is the main thing written in this novel?
5. Understand the expressive techniques of the works: environment, psychology and dialogue description;
6. Show the storm hitting the sea with video; Illustrate indoor warmth and comfort with illustrations;
7. What has been omitted in the psychological description of reading?
8. Find out the characters' dialogue and read aloud, and experience the characters' psychological and personality characteristics;
9. Deep understanding: I used to have five children, and then I brought two children. How will the Sanna family live in the future?
1. Inquiry at the end: The novel seems to be finished and comes to an abrupt end. Why do you write it like this?
11. there is not a poor word in the whole novel, but why is it titled "the poor"?
12. combination of reading and writing: what would Simon want to write before he died? Use ellipsis appropriately to express inner activities;
13 .. expand and extend: supplement other works of Lev Tolstey;
14. Intertextually read Hugo's poem "Poor People".
In the limited 2-3 classes, subtraction and integration should be done.
What must be taught in "The Poor"
(1) A brief introduction to Tolstoy's life, main works and writing style according to the students' actual knowledge level, understanding ability and classroom capacity; (Simplified processing)
Read and explain the words: whistling, shelf, dark, uneasy, struggling, scratching, etc. (Senior grade, not arranged as a separate link)
Extension: Complement other works of Leo Tolstoy (completely unnecessary)
Intertextual reading, and intertextual reading of Hugo's poem "Poor People". (Beyond comprehension, it is unnecessary)
(2) Text writing characteristics and speech personality (pointing to "pragmatics")
Understanding the expression methods of works: environment, psychology and dialogue description; (expression, yes! )
Find out the sentences describing Sang Na's inner activities, pay attention to the effect of ellipsis and exclamation point on expression, read carefully
and understand Sang Na's inner world; (expression, yes! )
There is not a poor word in the whole novel, but why is it titled "the poor"? (Writing characteristics are very important! )
What will Simon think before he dies? Use ellipsis appropriately to express inner activities. Good design will play the role of "taking one as ten".
(3) The basic requirements of the curriculum standard for this year
Understand the expression order of the article, understand the author's thoughts and feelings, and initially understand the basic expression methods of the article ...
Read narrative works, understand the outline of things, and simply describe the scenes, characters and details that impress you most, and tell your feelings of love and hatred.
—— Excerpt from the content and objectives of the third section of New Curriculum Standard 211
What is the main thing written in the novel? (yes! )
What can be left out of teaching or integrated with teaching?
introduction to the unit and other texts in this unit (not taught);
use video to show the storm hitting the sea; Illustrate indoor warmth and comfort with illustrations (no teaching);
Inquiry at the end: The novel seems to be unfinished and comes to an abrupt end. Why do you write it like this? (integrated into the homework)
extension: supplement other works of Leo Tolstoy (not taught);
Next, Teacher Zhang showed us how to teach The Poor.
first, talk before class (create a topic)
first, show the picture, do you know this person? (Mo Yan, Zhang Yimou) They all have the characteristics of "creation".
2. Show Hugo and Tolstoy. What is their relationship?
(victor hugo Hugo wrote the narrative poem "Poor People" and lev tolstoy rewrote it into the novel "Poor People")
Second, explore the text
1. How many poor people are there in the article?
2. Sort out the plot of the characters (teaching methods)
3. Where is the word "poor" written in the whole article? How to write "poor"?
(induction: environmental description, psychological description, psychological description, detailed description)
Environmental description sets off the poverty of the fisherman's family.
although the poor are very poor, they have ().
What did the ellipsis omit when the uneasy cabin died
? Why doesn't the author write what follows the ellipsis? (a stroke of genius)
Compare words and understand the superb art of the author's writing.
what did Simon try to catch? (psychological description)
Hemingway said, "poor people are often full of kindness."
Summary: Create a classic with your heart ... (Recommended reading)
Next, Teacher Zuqing used some relaxing pictures of cute pigs: the pig eager for love finally entered the wedding hall, but it could not escape the fate of being slaughtered, and finally became a pig's feet, ears, large intestine, tail and pig's heart ... The complete article is a pig, and Teacher Zhu should be a pig killer, seeing that children are suitable for eating.
what does reading teaching do? For a long time, many Chinese teachers have been doing non-noumenon teaching content, and have been making a fuss about the content. In fact, we should take our children to know the rules of diction and sentence-making, find expression methods, create pragmatic situation practice, and finally migrate. Emotion, aesthetics and values are permeated in the teaching process. We should do the content about Chinese noumenon and pay attention to what we have written. Why do you write like this? We should take the children to learn Chinese things in a down-to-earth manner and learn Chinese.
Second, the main dimensions of classic novel teaching
1. Characters.
Take The Birth of the Monkey King as an example:
Section 1: Read silently and sort out the story (15 minutes) (content)
① Where did the stone monkey come from?
② how did the stone monkey become the monkey king?
how many monkeys are there?
The second section: Annotation, exploring the leader's temperament (divergent thinking)
Teacher: "Of all the monkeys, why is the stone monkey the king?" Please take this question with you, read the text quickly again, and think while reading. Where is the leadership of the stone monkey? Underline the corresponding sentences and annotate the key words beside them. Reading is discovery. Students browse the text, find sentences and write their feelings, about 5 minutes. )
Raise your hand without thinking for 1 seconds, and let the teacher and excellent students answer. Other students sit in the reading table for a long time and do nothing. So let every child talk to the text, the class should be relaxed, not too full, not too noisy, give appropriate thinking support, win more with less, and told even more in silence than they had told in sound. After 5 minutes of thinking, share it in groups: write the key words in the circle on the mind map.
health: I learned from "that monkey is in the mountains, but he can walk and jump, eat plants, drink springs, pick flowers and find trees and fruits." Read that he is active.
teacher: what did you find? (verb+noun, beautiful rhythm, catchy)
Health: I am from "with wolves and insects, tigers and leopards as a group, roe deer as a friend, and apes as relatives." Read that his interpersonal relationship is good. Teacher: It has a sense of rhythm.
Health: He "stays under the cliff at night and faces the peak cave", which shows that he has strong adaptability.
(antithesis) From the content to why do you write it like this? Only in this way can we touch the core of Chinese activities.
......
To read the stone monkey in your own way, you can use storytelling
Section III: Integration, refining the quality of the stone monkey (integrated thinking)
Teacher: If you only choose three points on the blackboard, what do you think is the most critical quality that makes the stone monkey king? Group discussion, mark 1, 2 and 3 in order of importance, and think about the reasons for this order. (Focus on the big characters and the small ones, and focus on the outstanding qualities)
When teaching Wang Xifeng's First Meeting with Lin Daiyu, it is not necessary to explain every word one by one, but to delve into what she said and did.
First reading: What kind of Wang Xifeng did you see? (Beautiful, provocative, unreasonable, passionate, caring, generous and eloquent ...)
Read again, read again
Enthusiasm? Show off? To please Jia mu? Care about people?
After careful reading: hypocrisy flatters people, but what they say is different ...
Different people have different opinions about Wang Xifeng.
She is bitter in mouth and bitter in heart, with a smile on her face and a stumbling block on her feet. Ming is a pot of fire and darkness is a knife.
Wang Xifeng in Xing Er's eyes
What kind of person is she? Please read it carefully when you grow up and find a three-dimensional Wang Xifeng.
The main dimensions of novel teaching
1. The characters "The Monkey King is Born" and "Wang Xifeng meets Lin Daiyu at first sight"
2. The story "Bridge" (sentence by sentence, why do you write like this? ) "A sweatshirt" (end) "Yan Jiansheng before he died" Why did you guess for the fourth time?
3. environmental description "grandfather's garden" (the garden has everything, and it is very free. What's the purpose? What the boss said was incoherent and interminable. Why did you write it like this? )
4. Speech style "The Magic of Money" ((the next class will focus on it)
3. Several tips for close reading of texts
(1) Grasping contradictions (it's early to go to bed, a bed facing the door)
(2) Grasping repeated places (eyes) (uneasy, chattering, "I'll go in. Young teachers' lesson plans should be written in detail; Teachers with several years of experience can write a brief case, not too long, not more than 5 words for extensive management; Teachers with more than ten years' experience can only do PPT classes without leading students, which is likely to give a very smart class.
2. learn-imitate-create. Every teacher's road to growth always goes through the process of learning, imitation and innovation.
An excellent teacher should be:
What's the difference? )
Have a lesson in mind (ponder over it repeatedly)
Have a method in hand (preset several schemes)
Recommend several books related to text interpretation and teaching record
1. Text Interpretation and Teaching Design (Part I) Yan Xue
2. If I read it (Chen Riliang)
3. Saying Examples (Zhou Zhenfu)
5. Chinese Teaching and Text Interpretation Zhan Dan
6. Rereading Masterpieces, Reading Masterpieces, Interpreting Chinese (Sun Shaozhen, Qian Liqun, Wang Furen)
7. Motherland of Literature (Xue Yiwei)
8. We should teach students the ontological content and let them have more dialogue with the text. Don't schedule a class too full and noisy. Teachers can teach their students themselves, so they should read, study, practice and reflect on themselves frequently, so that they can step up to a new level, practice hard work, and touch the author's literary mind behind the text through the words full of flowers, so as to find a better self.