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What kind of class is a really good class? In my opinion, judging the quality of a class is not to see whether there are new tricks in the class, but to see whether the students have developed in this class.
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Design is a process of conveying an idea through reasonable planning and careful planning and through various forms of feeling. Instructional design is an idea and scheme to arrange the teaching elements in an orderly way and determine the appropriate teaching scheme according to the requirements of curriculum standards and the characteristics of teaching objects.
Instructional design is not only a science, but also an art. If it is a science, it must be based on curriculum standards, texts and students' cognitive laws. Art is the pursuit of the optimization of teaching, which should be relaxed, intensive, orderly, tortuous and unexpected, so that students are full of interest, enjoy it and be inspired.
How to make your teaching have a sense of design and artistry? Based on my 37-year teaching experience, I give some examples to guide the teaching of young teachers.
Strategy 1: Think one step further.
Why do many classes now make people feel superficial and boring? It is very important that the teacher's thinking stays on the surface and lacks depth. A good chess player should consider the next two, three or even five or six steps when he takes one step. Beginners only want to take one step at a time when playing chess. When designing teaching, don't stay in one link, but think about whether I can take a step forward in this link, so that students can think deeper, "swim to greener grass" and let teaching ripple with thinking.
Example 1: Step forward and review the questions.
I taught the fourth grade "Creation" like this:
The first step: first separate the "heaven and earth" on the blackboard, and write and say on the blackboard: A long time ago, heaven and earth were mixed together, and then a great god separated the "heaven and earth". Then write the word "development" on the blackboard in front of heaven and earth. Then let the students read the topic "Creating the Earth" together.
Step 2: How to read the topic of this lesson except "Creating the Earth"?
Health: It can be read as "creating the world".
Teacher: How clever! This is the second way of reading. Is there a third pronunciation?
Health: It can be read as "creating the world".
Teacher: Great! This is the third way of reading. Is there a fourth way?
Health: it can be read as "creating the world"
Health: It can be read as "Kaitian", "Kaitian" and "Kaitian".
……
Step 3: Why can there be so many pronunciations in just four words? What did you find?
Health: I think China's Chinese characters are very interesting.
Health: I found that no matter how these four words are combined, their meanings are similar.
Teacher's summary: China's Chinese characters are full of infinite charm. There are only five or six pronunciations of the word "creation", which have similar meanings. In the future, when reading four-character idioms, we should pay more attention to the combination and collocation of words and realize the inherent charm of Chinese vocabulary.
Revelation: Most teachers will ask: Who created the world? How to create the world? What is the creative result? In fact, students have answers after reading the text, and the above questions are all false questions. The function of examining questions is to stimulate reading interest, prompt reading key points and ask reading questions. Like to discover, like to explore, like novelty, is the general psychology of primary school students reading. Therefore, teachers should let students discover and explore around language and writing.
Example 2: Take a step before learning words.
Step 1: After the exam, six idioms were displayed on PPT: Fairy fills the sky, Jingwei fills the sea, Kuafu Daily, the Goddess Chang'e flying to the moon, Dayu controls the water, and Houyi shoots the sun.
Let the students read the correct pronunciation.
Step 2: Please guess, why did the teacher put these six idioms together?
Health: Because they are all myths.
Teacher: I have a good eye and I can see their similarities at a glance. What else do you have in common?
Health: There are characters in every idiom: Nu Wa, Jing Wei, Kuafu, Chang 'e, Dayu and Hou Yi.
Health: The last two words of every idiom are about who is doing what: mending the sky and filling the sea. ...
Health: The third word in six idioms is a verb: complement, complement and chase. ...
Student: Teacher, I also found that fairy tales are all related to natural phenomena such as "sky, sun, moon, sea and water".
The teacher concluded: Yes, because ancient science was underdeveloped, people were full of curiosity and doubt about natural phenomena, so fairy tales were created to explain natural phenomena. These fairy tales fully express the good wishes of our ancestors to create and transform the world. Today, we will walk into the myth of creation-"Creation".
Enlightenment: Many teachers are satisfied with learning the sounds, shapes and meanings of new words, that is, reading the pronunciation correctly, analyzing the glyphs and understanding the meanings. This kind of teaching is too general, without originality and novelty. The creativity of this group of words teaching design is to let students discover the internal connection points between words themselves. An educator once said: a mediocre teacher is to hand over the truth, and an excellent teacher is to let students discover the truth. Once the teacher gives the students the right to discover, the students will give you unlimited surprises. You see, the students not only found that their animal sign is a fairy tale, but also found that 6? Every idiom is a subject-predicate structure, and the inner secret of myth has also been discovered, that is, the imagination and transformation of nature by ancient humans. What an amazing discovery this is, and this is the charm of instructional design taking a step forward.
Example 3: Take a step before learning sentences.
The first paragraph of genesis reads: "Legend has it that a long time ago, heaven and earth were inseparable, and the whole universe was in chaos, like a big egg."
This is how I design teaching:
Step 1: Excuse me, students, what was the universe like before the division of heaven and earth? What sentence is this? Compare what with what?
The students quickly replied that this is a figurative sentence, comparing the chaotic universe to a big egg.
Step 2: Today, students compare with our ancestors. If you don't compare it to a big egg, what can you compare it to?
Health: Like a big balloon.
Health: Like a big water polo.
Health: Like a big mud ball, like a big black hole, like a big duck egg.
……
Step 3: If you have a choice, do you like the metaphor of your classmates or the metaphor in the book? Why?
Health: I like "like a big egg" because there are egg whites and yolks in the egg, which is also "a mess".
Health: I like big eggs, too, because chicks can hatch in eggs and give birth to new life. There is also a Pangu God in the universe.
The fourth step, some students compared it to duck eggs, goose eggs and dinosaur eggs. Aren't these eggs bigger than eggs? Why not compare them to bigger eggs?
Health: (after thinking) Because we can see eggs every day, but we can't see other eggs.
So far, I have concluded: What is a good metaphor? It is to use common things to compare things that have never been seen, so that people can understand and understand. We have never seen a chaotic universe, but we often see a big egg and say it looks like a big egg, and we understand it at once. Although your big balloon and water polo are vivid, they can't breed new life, which is not as good as the metaphor of our ancestors. You see, how clever and wise our ancestors were! We should learn from and pay tribute to our ancestors!
Enlightenment: Teachers usually let students know what ontology is and what carrier is, and rarely discuss why this carrier is used instead of other carriers. One step forward in thinking is to ask why! Why compare it to a big egg instead of a big water polo or a big duck egg? As soon as you ask questions, your thinking will go deep and teaching will enter another realm.
Strategy 2: Only by comparison can we identify it.
As the saying goes: "Only comparison can identify", "I'm not afraid of not knowing the goods, but I'm afraid of shopping around". Comparison is an effective way to identify things. Comparative method is a common method in Chinese learning. Jia Dao used "knock" or "push" in "Birds in the Tree by the Pool, Monks Knock at the Door on the Moon", which made the contrast between "scrutiny" immortal. In Wang Anshi's Spring Breeze and Green Jiang Nanan, the word "green" is well known. Chinese, pay attention to is speaking like a book, scrutinizing and playing, just like the ancients said, "sing a word, twist a few stems", "the language is not amazing and endless."
Example 1: Comparison of ancient poems.
"Egrets fly in front of Mount Cisse, and the peach blossoms are flowing and the mandarin fish are fat. Green bamboo hat, green hemp fiber, oblique wind and drizzle don't have to go back. " What's good about this word? We use comparative methods to let students taste the beauty of language, picture and artistic conception.
The teacher inspired the students: If "Egrets fly in front of the Mount Cisse" is changed to "Crows fly in front of the Mount Cisse", is it ok? The student immediately replied: Not good. Because crows are unlucky; Crows are black and ugly; Crows are ugly and have no beauty at all.
The teacher also inspired: Since everyone doesn't like crows, shall I change it to "Magpies fly in front of Mount Cisse"? The student thought for a moment and replied: It doesn't seem to be very good either. Magpie chirps, as if it were too noisy, which is out of harmony with the quiet and harmonious atmosphere of the word; Magpies are black and white, and the color is not very good; Although the magpie is auspicious, its shape is not elegant enough and beautiful enough.
The teacher replied and asked, "What's so good about egrets flying in front of Mount Cisse?"?
The students suddenly realized that there are many birds in Jiangnan, but only egrets can better represent the scenery in Jiangnan. It is light in body, graceful in flying posture, pure in color, and integrated with the waters in the south of the Yangtze River, which is a typical beautiful scenery in the south of the Yangtze River. Teacher, I understand that the author should choose the most representative and aesthetic scenery when choosing scenery, so as to fully show the beautiful spring scenery in Jiangnan.
In order to strengthen students' cognition, the teacher continued to let students taste words and phrases by comparison method, and asked: Can the "peach blossom and flowing water mandarin fish fat" be changed?
Some said that I could change it to "pear flower flowing water and mandarin fish fat". However, some students immediately retorted that pear flower is white. If you change to pear, the color will be the same as that of the egret, and there is no color contrast. Some students asked if it could be changed to "apricot blossom and flowing water mandarin fish fertilizer" immediately, and one student went on to say: it seems not. Although apricot flowers are brightly colored, they are scattered all over the place, not a large piece. Some students said: No, in terms of melody, "Peach Blossom" is two flat tones, and "Apricot Blossom" is a flat tone, which is not pleasant to read.
The teacher looked at the temperature and concluded:
Yes, "Peach Blossom and Flowing Water Mandarin Fish Fat", from the color point of view, pink and egrets, green mountains and green waters, bright and beautiful colors, harmonious and pleasing to the eye, a good school of Jiangnan spring scenery. In terms of melody, "Peach blossoms and flowing water are as fat as mandarin fish", which is flat, cadenced and harmonious. Decorate it with fisherman's green bamboo hat and green hemp fiber, which is even more colorful and beautiful. This is the beauty of the poet's careful selection of beautiful scenery and meticulous refinement of words.
Enlightenment: Whether you can taste, chew and appreciate a language is an important sign of language ability, which can also be called language sense. "Egrets fly in front of Mount Cisse, peach blossoms bloom and mandarin fish are fat." Everyone thinks it is a beautiful language, but where is the beauty? People who lack the core literacy of Chinese rarely tell ugly stories. In this case, the comparison method is very effective. Of course, the comparative method of Chinese is more about comparing language, scrutinizing language, and identifying, tasting and appreciating words from the aspects of meaning, taste, color, rhythm, artistic conception and aesthetic feeling. In the long run, students' language literacy will become richer and richer, and their sense of language will certainly become more and more acute.
Example 2: Comparison of different versions.
The second paragraph "creation" is the key part of the story. I designed these links when teaching this paragraph:
Link 1: Please find out the most amazing sentence in this paragraph and explain the reason.
Link 2: Do you have any questions about this paragraph? Please ask your questions. When this question comes out, it is like a stone stirring up a thousand waves. The children raised three main questions:
Why did Pangu wake up and find an axe and chisel beside him? Where did the axe and chisel come from?
② Why is there a ray of light coming in after the big egg is cracked? Where did the light come from?
(3) It is written that Pangu wielded an axe and chisel, and the boulder cracked. Where did the boulder come from?
Link 3: I will show you another version of the creation story for the students, and then ask the students: Is there an axe in this version of the story? Is there light? Are there any boulders?
The Creation of Heaven and Earth ―― The Dawn of History
At the beginning of everything, an egg contained the whole universe. There is chaos and darkness in eggs. There is no heaven and earth, no sun, moon and stars, and no human existence. However, in this chaos and darkness, Pangu, who created the world, was born.
After being pregnant with an adult in this big egg, Pangu slept for eighteen thousand years before waking up. At this time, he found himself living in a dark and chaotic big egg, depressed, feeling as uncomfortable as being tied by a rope, unable to see a ray of light, so he decided to stretch his muscles and pierce the big egg.
Pangu stretched out his arms and kicked his feet, and the big egg broke. However, when he opened his eyes, it was still dark and chaotic in all directions. Pangu was in a hurry. When he lifted his fist, he smashed it, and when he lifted his foot, he kicked it. Pangu's arms, legs and feet are thick and big, like iron. He kicked a dozen times, which condensed the chaos and darkness of 18 thousand years and was kicked to pieces. Pangu swayed three times and two times, tightly wrapped in the chaos and darkness of Pangu, and slowly separated. The light part (yang) flutters and rises slowly, turning into a blue sky; The heavier part (yin) gradually sinks and becomes the earth.
Revelation: In the second paragraph of Genesis, Pangu split heaven and earth with an axe, and the boulder cracked and the twilight penetrated. None of these three imaginations can stand scrutiny. How did Pangu wake up with an axe? Does a great god like Pangu have to use external tools to create the world? Before the world opened, it was a "chaos". The word "chaos" is next to the three-point water, indicating that the celestial body is full of water vapor, which fully embodies the wisdom of our ancient people in word-making, suggesting that it is impossible to "crack the boulder". It is explained that when Pangu died, his left eye became the sun and his right eye became the moon. When the sun and the moon were not born, the celestial bodies were dark and chaotic. Therefore, it is untenable to say that "a glimmer of light has penetrated in". In view of this, the author designed two versions of comparative reading, so that students can make it clear in comparison that even imagination should have a reasonable basis and be reasonable. This instructional design is also an excellent training for students' critical reading, which makes them understand that learning is not only books and teachers, but also truth.
Example 3: Comparison of ancient and modern expressions.
In the part of teaching "Creation", I introduced ancient Chinese and designed the following teaching links:
Link 1: Turn prose language into poetic language and show it on PPT. Teachers and students read sentences that turn everything into life. For example, teachers read "exhale in the mouth" and students read "turn it into a storm". Train students to read aloud with rhythm, high and low, fast and slow, and strong and weak skills in mutual reading between teachers and students.
Link 2: Imitate and show sentences, and train students' imagination.
1. Hair and beard become _ _.
2. Teeth and bones become _ _.
3. Even the worms on my body have become _ _ because of the wind.
Link 3: Show the fragment of "Metaphysical Everything" in ancient Chinese, and let the students read it aloud. Compared with modern Chinese, what do you think is good about ancient Chinese?
Metaphysical things
Born Pangu, dying incarnation. Qi becomes the wind and cloud, and sound is thunder. The left eye is the sun and the right eye is the moon. Five limbs are four poles and five mountains. Blood is a river. Tendons are underground. Muscles are dirt. Moustache is a star. Skin is a plant. Tooth bones are stones. The essence is pearl jade. Sweat turned into rain. The worm in the body, felt by the wind, turned into Li Wei.
Enlightenment: Classical Chinese is rich in meaning, concise in words, distinct in rhythm and catchy to read. Such beautiful classical Chinese should be organically infiltrated, so that students have more opportunities to get close to classical Chinese, feel classical Chinese and love classical Chinese. This is my purpose of designing such a comparative reading of ancient and modern Chinese.
Strategy 3: A good class is like climbing a mountain.
Ten years ago, I once wrote an article called "Good lessons are like mountaineering", which is my "mountaineering theory". I felt it then, too. After listening to many classes, I feel that most classes are like walking on the ground, without design, ups and downs, no waves, and students have no development or growth in class. I'm anxious. What kind of class is a really good class? In my opinion, judging the quality of a class is not to see whether there are new tricks in the class, but to see whether the students have developed in this class. The development of students and the growth of students are the hard criteria for evaluating the quality of a class! In view of this, I think a good class should lead students to climb the mountain step by step like climbing a mountain, and let them experience the process of winding paths leading to a secluded place, turning light into light, and clearing the clouds to see the sun. If mountaineering is sweating, then attending class is to make students sweat and let them experience the baptism of the triple realm of feet, mountainside and mountain peak.
Example 1: If you find a problem, climb the stairs.
When I was teaching Feng Tianyou Sweeping Passers-by, I designed a set of "problem teaching method", which is to find problems, climb the stairs and lead students to climb the mountain step by step.
Link 1: On the basis of reading the text for the first time, students ask questions that they don't understand, and then write the questions on the blackboard and write their names. I call it "intellectual property" and "problem property".
Step 2: Facing a blackboard problem, let the students screen out the "gold problem" and "silver problem". After a heated discussion, the students selected the following three questions as "golden questions":
1. The old man patrols back and forth on the mountain every day. Why didn't he say he was tired?
Why doesn't the old man retire when he is over 70 years old?
The author said, "See you in thirty years!" Can the elderly live to 100?
Link 3: Discuss these three questions one by one, so that students can understand that people who love life and work are always young.
Enlightenment: Question teaching is a good way to lead students to climb the ladder, but teachers usually design their own questions and lead students to climb the ladder step by step. This method is commonly used, but the traction trace is too heavy, and students are in a passive position. The design of this course is to give students the right to ask questions, so that students can screen their own discussions. The teacher just put a lot of effort into the key points and made the finishing point. In this way, lead students to climb layer by layer without trace, turn around, reach the peak of the worse door, and enjoy the infinite scenery of language and thinking.
Example 2: Rings overlap and reach the peak.
Classroom teaching is composed of links. If every link is connected on a plane, then classroom teaching is on a horizontal plane, lacking development and promotion. "Mountaineering" classroom pursues three-dimensional teaching design, the first link is the foreshadowing of the second link, and the latter link is the perfection and development of the previous link. In this way, the rings overlap and gradually climb to the top.
I designed this teaching structure for mountaineering when I was teaching Spring Festival couplets:
Link 1: Show five couplets in the text. On the basis of students' familiarity, let students discuss the four characteristics of couplets: equal number of words, equal part of speech, straightforward narration and connected meanings.
-This link is to teach the knowledge of Spring Festival couplets.
Link 2: Tell the story of Jie Jin, a prodigy of Ming Dynasty, who continued to write Spring Festival couplets. Let the students try to be contemporary prodigies and compete with Jie Jin to see if they can continue to write better Spring Festival couplets. Students are full of interest, eager to try, active in thinking and resourceful.
-this link is the ability to teach Spring Festival couplets, try to be correct and use language.
Link 3: Supplement and expand the reading of Li Weng Dui Yun, so that students can understand the profound Chinese in China. Our ancestors created such beautiful rhyming prose for us. As descendants of the Chinese language, we should study hard and carry forward it.
-This session is to teach culture, tradition and accumulation, and pave the way for students to try to make the next part.
Link 4: Supplementary teaching of famous couplets, from Spring Festival couplets to couplets, allows students to broaden their horizons and open their minds in all directions. On the basis of studying several famous couplets, it shows that "a big belly can accommodate things that are difficult to accommodate in the world;" Let the students try to make a bottom line and ask them to make different bottom lines.
-this link is to teach creative thinking and creative language skills.
Link 5: Use the names of the students in this class and try to match each student's name.
-this link is to contact life, the present and the self, so that students' learning ability can be applied in the present, and teaching is full of life and times.
Enlightenment: Five links in the design of Spring Festival couplets, from teaching knowledge to teaching ability, are initially tried; Teaching culture, teaching accumulation; To teach the next link, pair up; Then combine names with names to teach Chinese ability in life. It's really like climbing a mountain, starting from the foot of the mountain, going all the way up, cutting through thorns and turning around until you reach the top of the mountain, so that students can appreciate the infinite scenery of Chinese learning.
Example 3: Gradually sublimate around the theme.
When I taught the self-organized unit "Homesickness Poetry", I adopted the teaching design of gradual sublimation around the theme and achieved ideal results.
Link 1: Learn Zhang Ji's ancient poem "Qiu Si", and experience the poet's homesickness from the detailed description of "I'm afraid I can't repeat myself in a hurry, and pedestrians are about to burst the warehouse and open the house".
Link 2: Learn Liu Zongyuan's "Good Chu Seeing the Mountain and Sending Friends to Beijing", and taste the poet's unforgettable homesickness from the strange imagination of "turning it into hundreds of billions and seeing his hometown on the peak".
Link 3: Learn Mr. Wen Yiduo's Song of Seven Sons, from "Please call my son by his real name and call me Macau! Mom! I want to come back, mom! " In this way, I felt the patriotic feelings of the poet with straightforward, passionate and sincere language.
Link 4: Learn from Mr. Yu Guangzhong's
Nostalgia, from the poet's unique metaphor-"Nostalgia is a stamp, a boat ticket, a grave, a strait" and novel images, tastes the poet's subtle and profound homesickness.
Revelation: Homesickness and homesickness are everyone's eternal feelings. How to make students feel and appreciate beautiful poems needs the careful design of our teachers, and we need to understand and comprehend them by reading and singing poems. This lesson designs two ancient poems, focusing on understanding homesickness; Two modern poems focus on understanding homesickness. From homesickness to homesickness, the emotion is constantly sublimated, the theme is close, and the design is ingenious, which has achieved good effects of emotional cultivation and spiritual purification.