First, read carefully in a casual place: find the text.
Teacher Cao from Shaxian No.3 Middle School took part in a composition instruction class called "Feeling Family and Writing Details". In teaching, Mr. Cao and his students appreciate the masterpiece "Father's Slap";
"When I entered the third grade, my study was tense and boring, and I was deeply troubled by unsatisfactory results. I began to indulge in internet cafes, and my father was heartbroken
..... He almost growled and trembled. I soon felt bad, and my father's eyes were obviously looking for the guy who hit me. Sure enough, my father rummaged in the corner full of farm tools. The first time, he picked up a thick bamboo stick and came up to me, which scared me half to death. The second time he changed a pole and came up to me, I was scared. The third time he picked up a thin bamboo stick, but his father still didn't photograph it. He threw a bamboo stick and hit him high.
……
"pa!" Father's slap finally fell, and three cups on the coffee table jumped to the ground and broke.
Students can easily read the continuous details that his father changed to three kinds of "guys who hit me" twice and then "threw away the bamboo stick" and "slapped high" but slapped it on the coffee table, and read the expression that his beloved son was still unwilling to hit me in anger. Such an obviously emotional text will generally not be ignored by teachers and students. However, we should guide students to read the text carefully.
Zhao Kang, a teacher from Shaxian No.1 Middle School, gave a lecture on the second lesson of Death of Xiang Yu (after the first lesson cleared the words), explaining the three actions of the quick war in the East City, and analyzing the special ideographic function of the word "Sui" in "I am willing to fight for the kings" (and comparing and analyzing why it can't be changed to "decisive battle") and "I want to kill a general in the Han Dynasty" to show Xiang Yu's bravery. After that, Teacher Zhao Kang used it "three times". Teachers and students grasp the word "harmony" and meditate. The students vividly described Xiang Yu's arrogance when he spoke, tasted the inner world in which Xiang Yu showed SHEN WOO's achievements in front of his subordinates, and felt the deep desolation tragedy carried by the words. It is Mr. Zhao who has successfully captured the hidden details of the texts such as "Sui" and "He Ru", which greatly enhanced the rich and heavy teaching value outside the texts. It is these simple words that show Mr. Zhao's skill and maturity in reading the text carefully!
In his comments, Mr. Chen Riliang praised Mr. Zhao for guiding students to combine the words "don't look up" and "dare not look up", two "left", "quick battle" and "decisive battle" with two "vertical", fully grasping the learning situation, grasping the texts that students (even many teachers) easily ignore, guiding students to read the texts carefully and inadvertently interpret the secrets.
Our life is made up of details, and our words are also made up of details. We should be good at discovering the hidden "corner" in the text, even a small punctuation mark, which is sometimes worth exploring, exploring and feeling with a magnifying glass. Any detail may contain a beautiful world, which requires teachers to have a pair of eyes when reading carefully, and discover the fleeting wonderful in time, accurately and uniquely.
The author thought of a teaching detail to supplement this point. Teacher Yu Yongzheng, the first famous teacher and special-grade teacher introduced to the whole country by the "Cross-century Famous Teacher Project" of the Ministry of Education, focused on a small "?" When he was teaching Missing in Autumn, "I" expressed my willingness to see chrysanthemums, and my mother was very happy. She said to me, "tomorrow, if you like?" Why do you use a question mark instead of a period after this sentence? What kind of tone does a question mark indicate when a mother talks to her son? Respect in a gentle "question" hides endless affection and great maternal love, which is seen from a small question mark. With concern, expectation and deep tolerance in the inquiry, this "question" asks about the unique affection of human beings, the affection between mother and child that makes people cry, and the emotional experience like a duck to water. In the process of reading the text carefully, if you lack a "critical eye" like a teacher, how can you make such an earth-shattering discovery? Don't say "?" There will never be new and original ideas.
Words are like a treasure house. If you don't walk around it, wander around it and chew it carefully, you won't notice the "treasure" like the finishing touch. It is our Chinese teacher's unremitting pursuit to ignite and summon students' Chinese consciousness, cultivate students' sensitivity to language and writing, pay attention to Chinese expression forms and let students have their own unique experience.
Second, learning from contradictions: breaking through the text
What is contradiction? Contradiction is opposition, and opposition is exactly what we are most interested in in cognition, and it is also the easiest to stimulate people's enthusiasm for thinking. There are too many so-called worthless cooperative discussions in our Chinese class now. The fundamental reason is that most of the problems we discuss are meaningless, and the core of "problems" is "contradictions that need to be studied, discussed and solved" Setting and discussing worthless questions is a disregard for students' cognition. In the simple "yes" and "no", what students get is only the rigidity of thinking and the dwarfing of personality. Only in the sharp conflict of contradictions can we stimulate students' reading interest, stimulate students' desire for debate, flash students' thinking wisdom, and finally realize the interaction between teachers and students and the common development of wisdom.
Chen Yuan of Fuzhou No.3 Middle School taught his forefinger "This is Beijing at 4: 08" in one class. How does the second paragraph' I don't know what happened' express the author's psychology? In the fourth paragraph, he said,' I don't understand what happened'. How does the author understand it? I know what that is. "Under the guidance of Mr. Chen, the students understood:" I don't know what happened "expressed the author's confusion after fanaticism; The surging crowd at the railway station put the author on the train, but the author didn't know where to go, what the place was like and what the significance was. Therefore, there is a fear of "looking out of the window in surprise". "The moment the train started, the author was stung by the sadness of leaving his hometown and his mother. After the pain, he realized that he had to leave his hometown relatives and his original life, and he had to face strange environments, strange people and things. Because we have grasped the "contradiction" of the words in the poem, that is, the core meaning can't be understood in the poem, teachers and students cooperate to explore, and students enter the scene conveyed by the poem, which breaks through the puzzling implied meaning in the poem, and even opens an enlightening train of thought for the next link to study the great significance of changing the fate of millions of people marked by the departure time of the ordinary train at 4: 08 Beijing time.
Zhao Kang, a teacher from Shaxian No.1 Middle School, explained the suicide of Wujiang River in The Death of Xiang Yu. Teacher Zhao presupposed, "Why does Xiang Yu want to cross the Wujiang River eastward, but he refuses to cross when there is a boat to cross?" problem We know that from a reasonable point of view, we should not think that the director of Wujiang Pavilion "Jiangdong is small ... hundreds of thousands of people are king enough", nor should it be because "I have a boat alone now, and the Han army has arrived, so I can't help it", let alone because Xiang Yu doesn't trust the director of Wujiang Pavilion, because Xiang Yu not only "knows his elders" but also sends a BMW. The reasonable explanation should be that the boat supported by the director of Wujiang Pavilion is too small and only one person is allowed in it. Xiang Yu could not bear to flee for his life alone, killing more than 20 people, so he refused to cross the Wujiang River and died generously.
When analyzing the text, Mr. Zhao took care of Xiang Yu's refusal to cross the river. The reason is, "My brothers and sisters in Jiangdong pity me. What can I see?" If you don't say anything, is a person worth it? According to his analysis, Xiang Yu, who thinks he is invincible in the world and is known as the overlord, will be surrounded and beheaded when he dies to prove that "Heaven kills me". How can Xiang Yu make people "pity me"? He also cleverly took out two "vertical" words in the article, focusing on Xiang Yu's "shame": "A" shame "word actually killed Xiang Yu! "Xiang Yu resolutely laid down his life to die, just because he felt guilty! This brave and confident man, who was still chivalrous, gentle, firm and calm when trapped in a tight encirclement, stopped in front of a guilty heart and apologized for his death in the shame of his hometown elders.
The solution of text contradiction first needs our Chinese teachers to have a deep understanding of the text itself. In this sense, the contradictory interpretation of the text is conducive to teachers' in-depth understanding of the text itself and to teachers' maximum closeness to the original intention of the text and the author's mind.
With skillful text analysis skills, Mr. Zhao grasped the main contradiction of "crossing the Wujiang River in the east, but refusing to cross it when there is a boat to cross it", discussed with students deeply, paid attention to the guidance of cognitive emotion, created a powerful "gas field" for classroom reading, directly attacked people's sense of shame and lightness of life, and excavated the cultural connotation contained in the text, so that teachers and students could appreciate it together.
Sun Shaozhen said in his subsequent comments that the basic way to interpret the text is to analyze contradictions, whether they are semantic contradictions, brushwork contradictions or plot contradictions. Only by breaking through the closure of contradictions can we break through the confusion of texts. Teacher Zhao Kang is very successful in this respect. There is another contradiction in Death of Xiang Yu, that is, Xiang Yu cried when he was trapped, but smiled before he died generously. If we can continuously analyze several layers of such contradictions and then enter the conscious state, we will certainly gain more wonderful results!
Face up to the contradictions in the text, grasp the contradictions in the text and understand the contradictions in the text, and the richness and beauty of the text will bloom in front of us. Zhao Jianhua, a teacher of Ning Wu No.1 Middle School in Dongyang City, Zhejiang Province, said in the article "Interpreting Text in Contradiction", "From the perspective of reception aesthetics, I think the contradictory interpretation of text is the interaction between text, author and reader. From the perspective of classroom teaching, it promotes the interaction between the text, teachers and students, so the contradictory interpretation of the text has both the understanding and creation in the sense of text acceptance and the necessity and significance of classroom teaching. "
Third, the comparison of relevant places: look down at the text.
"Contrast" means that students deepen their understanding of the text by comparing with extracurricular reading. Chinese curriculum standards require that Chinese teachers should attach great importance to the development and utilization of curriculum resources, creatively carry out various activities, enhance students' awareness of learning and using Chinese in various occasions, and improve students' Chinese ability in many ways. Chinese curriculum resources include classroom teaching resources and extracurricular learning resources. Among them, teaching materials (texts) as teaching "examples" can be used as the main basis for the development of extracurricular resources of texts.
Please look at the following teaching clip.
Zhao Kang, a teacher from Shaxian No.1 Middle School, gave a lesson about the death of Xiang Yu and explained the siege of Gaixia. Teachers guide students to discuss how to treat Xiang Yu's crying, explore his "lovely side" of "ordinary people", "natural heroes" and "people with temperament", explore the role of "crying from left to right without looking up" in expressing Xiang Yu, and introduce historical records? Xiang Yu Chronicle "So Qin Jun has been broken, and Xiang Yu called the vassal generals into Yuanmen, all kneeling down, afraid to look up". This paper makes a comparative analysis of "dare not look up" and "dare not look up" in two sentences, and sets off the effect of Xiang Yu's success or failure with the changes of people's movements and demeanor around him. In comparative reading, we re-read the text from the perspective of the original, and observe and understand the kind and tragic content of the hero Xiang Yu in the face of life and death choices from a higher perspective.
Explain that "a word' shame' actually killed Xiang Yu!" At that time, Mr. Zhao also contacted Sima Qian, the author of a history of humiliation and innocence. Because of his deep appreciation of this sense of shame, he praised this concept of honor and disgrace in text interpretation and teaching, and looked down on the proud and dignified souls of heroes from a cultural perspective.
This is Professor Chen Yuan from Fuzhou No.3 Middle School in Beijing at 4: 08. From the poem, I read a change in the poet's emotion, from being at a loss after being stung by maternal love to being awake, and then to being sad and helpless. In order to further explore the reasons why poetry touched a generation of young people, this paper introduces "Send Comrades to the Great Northern Wilderness" written by forefinger when he sent some friends away from Beijing to the countryside:
It's not that the white sails that take away homesickness and infatuation are fading away/that ordinary trains are full of passengers heading for Kanto/that the trains of the times are marching towards a glorious future/that the blood of the Party is running along the arteries of steel.
So we shouldn't and can't see you off in tears/but we should applaud one after another/because this is encouraging a beginner/taking a step towards a brilliant future.
Teacher Chen led the students to discuss: Why, after this special period passed, two poems that also reflected the true feelings, a poem that could not be published publicly but kept circulating among educated youth-"This is Beijing at 4: 08" rose from the ground and was remembered by a generation of young people; And more like the popular mainstream poem at that time-"Send the comrades in the Great Northern Wilderness" sank into the ground and was eclipsed? What's the difference between these two poems? Which song do the students like better? Why?
After the discussion, the students spoke in succession, but they could actually see the difference between writing about themselves and others, writing about big scenes and short moments, writing about parting feelings and sadness, and writing about emotional excitement. Teacher Chen summed it up from three angles: ① the writing angle of the poem: the text starts from one's own inner feelings, and the poem starts from the perspective of a bystander. (My inner feelings are more attractive * * * Ming) 2 Content of the poem: The article is about the inner feelings of relatives who left their hometown. This poem is about the whole scene when the young people who participated in the countryside set off. (Inner feelings are more easily perceived by readers) 3 Emotional tone of the poem: The article is about the sadness of leaving relatives at a loss, and this poem is about the excitement of going to the countryside. Excitement belongs to the mood of the times, while the sadness of leaving home is closer to the inner truth of the individual.
Obviously, with this contrast, students can better understand that this is Beijing at 4: 08, which is the moment to ignite the panic posture of life after awakening, and it is an emotion wrapped by the times. It captures the emotion that a generation has not seen for a long time and jumps out from the poetic connotation, further deepening the understanding that the touching truth lies in that it conveys the most essential emotion in human nature.
Finally, Teacher Chen Yuan concluded: "This is Beijing at 4: 08" is such a touching story. It has no gorgeous language, and the poet picked up the truest feelings in the depths of human nature lost in an era for the people with the most sincere attitude. It is this simple call that touched the spirit of a generation. "
In the classroom teaching, the two teachers have inserted contrasting expanding resources into the study of the text, forming a joint force in the combination with teaching, breaking through the key points and difficulties of the textbook, enriching the text, building a ladder for students to understand the text at a higher level, allowing students to feel the text at multiple levels and angles, which is conducive to expanding students' thinking, integrating students' emotions into the text and improving students' reading comprehension ability.
[Author Tong Lian: Fujian Shishi No.1 Middle School]