? The Cat Living for 1 10,000 Years is the representative work of Yoko Sasano, a famous Japanese picture book writer. It is a classic picture book, which is known as "a picture book that adults and children like and surpass generations" in Japan. This is a great fable about the meaning of life. "It describes life and death as well as love. It is an eternal masterpiece, and you won't get tired of reading it a million times. For a picture book, especially such a classic picture book, its words and pictures will make readers think and feel that "different people have different opinions". Different experiences, spiritual pursuits and environmental influences bring completely different perspectives.
Although there is no profound truth in this picture book, it is like a clear spring's baptism of emotional cognition and philosophy of life. It has no dogma, but it can meet the growth needs of children; Without a trace of reasoning, it can inspire children to think deeply. In this lesson, the teacher can grasp the main line of "tabby cat's love" according to the characteristics of this picture book to carry out teaching design: first review the main contents of the picture book, then sort out and summarize the stories of the picture book, and then organize learning activities around "tabby cat's love".
First, the teacher's careful design and clever guidance make the classroom full of surprises:
1. Be passionate, "interpret" the story and stimulate interest. Jerome Bruner, an American educational psychologist, explains the reading guidance of picture books in this way: First, teachers must read stories for children and slowly present the whole work in a more dramatic way. Before students can read picture books by themselves, teachers use the "zone of proximal development" to help children understand these changes and help them gradually become real readers. In the teaching of picture book reading in this section, teachers put their emotions into telling stories, "perform" stories with actions and expressions, present stories in vivid and exaggerated ways, attract students with students' guesses and answers, arouse everyone's thinking and stimulate children's interest in reading picture books.
2. Combination of graphics and text, attention to details, and focus on research. Children love to read picture books, but they often skim them, ignoring their ancestors and interests, and often ignore the details that picture books should pay attention to and float on the surface. For example, teachers guide children to grasp two "Oh", "Can I stay with you" and "Okay" in the dialogue between cats and white cats to explore their inner thoughts, read and taste their emotions, and "feel their words and get their meaning" to teach children how to read picture books.
3. With the help of information technology, taste the connotation and improve singing skills. Teachers use multimedia technology to display the content of picture books in class, explore and discuss through three groups, and promote teaching activities step by step with the help of timers and feedback devices. Using information technology, teachers can judge students' learning situation without relying on experience; Through information technology, teachers collect and count learning data quickly and accurately, and then summarize, compare and analyze these data, so as to make appropriate teaching decisions and adopt effective teaching strategies to deal with students' learning situations in the classroom. When exploring "whether the love of tabby cat is important or not", "the meaning of life after losing the loved one" and "learning to love everything worthy of love", the teacher uses the feedback device as a means to urge every student to take active action, seriously think about the questions raised by the teacher, timely understand the students' cognition and thinking degree of the problems, timely capture the students' understanding of a certain teaching step, and make smart decisions according to the data. Furthermore, these presented ideas are expanded, transformed and re-applied, so as to continue the teaching activities based on the original cognition, show the whole process of learning, and reflect the subjectivity of students and the leading role of teachers.
Second, students' serious participation and personality display make the classroom generate again and again;
1. Listen carefully, participate and record the results. In the first group cooperative study, we discussed that "a cat's life is divided into several stages, and each stage can be summarized in one word". The teacher showed the requirements: I heard everyone's voices and asked a classmate to write the results of the discussion on the record sheet. After 30 seconds of independent thinking, the students began a three-minute group cooperative study. This link allows every child to think, have the opportunity to express their views and opinions, and are willing to listen to others' opinions. When students work together, learning becomes more enjoyable. At the same time, students learn to communicate, help each other and share in cooperation, which can not only respect, understand and appreciate others, but also make themselves better respected, understood and appreciated by others.
2. Clear questions, accurate answers, less time and high efficiency. In the second group cooperative study, when discussing whether tabby's love is important, the teacher stipulated that the time was only 1 minute, and the children answered "important" neatly.
3. Clear division of labor, discussion and exploration, and learn to cooperate. The third group studied in cooperation, what is tabby cat's love, and what pictures and words can be seen from it. One classmate is responsible for telling stories, others listen, and then discuss and explore together, and one classmate is responsible for writing down the results. In this link, there is both division of labor and cooperation, and every student participates in active learning. In the process of communication and interaction between students, each student's learning ability has been improved.
? In group cooperative learning, teachers should be the organizers, participants and instructors of students' learning. In this kind of classroom, when students cooperate in learning, teachers come to students from the "supreme" podium, act as collaborators in students' learning, participate in students' discussions, obtain information from students, give correct and effective guidance, regulate the whole teaching process, and handle the relationship between "learning" and "teaching". Under the guidance of teachers, students change from nervousness to relaxation and boldly express their personal views, thus achieving the harmonious effect of teacher-student interaction.
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Personal reflection of a first-line Chinese teacher;
1. "Perception" and "training" are two inseparable aspects of Chinese teaching, which complement each other and are indispensable. From a philosophical point of view, instrumentality and humanism in Chinese are just like matter and consciousness in philosophical concepts. Matter is primary, consciousness is secondary, matter is the foundation, matter determines consciousness, and consciousness is the sublimation of matter. Similarly, the "instrumentality" in Chinese mainly emphasizes that Chinese education is a tool for communication, a tool for learning and thinking, and it is the first; Humanism emphasizes that Chinese education should be people-oriented and highlight people's spirit, which is secondary; Instrumentality is the foundation and carrier of humanistic spirit. In the instrumentality and connotation of humanistic spirit, there is no humanistic spirit without instrumentality. Humanism is the sublimation of instrumentality, and the instrumentality here is "essence, qi and spirit". Without humanism, instrumentality will lose its soul and become a meaningless "death" tool. Chinese is a comprehensive course, which includes listening, speaking, reading and writing training, thinking training, ideological education, emotional cultivation and habit formation ... To learn Chinese well, training alone is not enough. Although listening, speaking, reading, writing and thinking skills can be acquired through repeated deliberate training, thoughts and emotions, which belong to the spiritual world, can never be "trained" and must be acquired through infection and edification in the process of education. For another example, after reading a good article, the noble sentiment and lofty spirit in the article will naturally flow into the child's heart through language, so-called "feeling what he says" and "getting what he wants". However, if Chinese teaching stops at "complacency", it will be too empty. Therefore, in teaching, the instrumental role of Chinese should be integrated with rich cultural connotation and humanistic spirit, and cannot be separated artificially. We should make full use of text resources, explore and create training opportunities to the maximum extent, and build a platform for students to learn languages and feel humanities. In the teaching of expository writing, it is not necessary to emphasize the humanistic influence too much, but to pay attention to the cultivation of some skills. In the teaching of poetry, prose and other styles, "humanism" is the key point, so we should spend more time to guide students to read and recite their experiences repeatedly. Therefore, from the perspective of learning Chinese, a cat that has lived 1 10,000 times is also an emotional text, and the reading learning method can penetrate more.
2. The Cat Who Lived 6.5438+100,000 times is a story about cats, but it is not just about cats. In fact, in real life, "white cats" are people around us, our parents, our relatives, our classmates, our friends, everyone around us who deserves to be cherished, and everything that deserves to be cherished. This story asks each of us: how should a person live his own life? After reading the picture book, we will get the best answer from it: to get the love of others and have the ability to love others, which is the real life! After living like this, there will be no regrets and no need for heavy work in life. It's not just getting love that makes your life shine. Here, love is just a symbol, a metaphor. We love someone and feel that life is very happy; We love knowledge and enrich ourselves; We love our work and make ourselves feel that the value of life can be reflected. Anything that can enhance the meaning of life is our "white cat in life". So, can the topic of the third group of cooperative learning go deeper? The answers given by the group feedback are the same as those on the blackboard. For example, discuss the connotation and extension of love to set the topic: Please contact people, things and things around you and say, "Can love still be?" And give a concrete example. When children arouse their ordinary life experience, after group cooperation and communication, they may say: love or mom squatted down to help me tie my loose shoelaces. Maybe you will say: Love is still my white-haired grandfather who braved the heavy rain to send me an umbrella. Or: love is the responsibility and responsibility of the pioneers of anti-epidemic and epidemic prevention. Or: love or selfless dedication, spring silkworms will keep spinning until they die, and candles will cry dry every night. Perhaps it is: love is still a big green umbrella propped up by banyan trees, and love is still a wide football field paved with green grass ... In the beautiful dedication of love, children are thinking, emotionally describing and feeling a touching love, a scene, an event and a thing, and their hearts are full of warm emotional waves, which is bound to be positive, healthy and optimistic.
3. The teacher's picture book teaching is so wonderful that Chinese teaching must be more brilliant. I hope the organization can arrange more Chinese classes for us to enjoy and learn, and guide our front-line Chinese teachers to use information technology to carry out student-centered education and continuously improve teaching efficiency. Thank you!