"The Moon Is Bright in My Hometown" is a lyrical prose written by Mr. Ji Xianlin. This article uses the word "moon" as a clue. The author expresses his longing for his hometown by recalling his childhood life and adult experiences in his hometown.
This is how I design instruction.
1. Introduction of ancient poetry.
In class, I introduced it with Du Fu's "Moonlight Night Recalling My Brother-in-law", "The dew is white tonight, and the moon is bright in my hometown." The bright moon embodies people's homesickness. Today, let us walk into Mr. Ji Xianlin's lyrical prose "The Moon Is the Brightness in My Hometown".
Students are also very interested in the introduction of ancient poetry. Especially when reading "The dew is white tonight, the moon is bright in my hometown", the students looked very excited.
2. Introducing the author
When they heard that Mr. Ji Xianlin was proficient in 20 languages ??and was known as a master of Oriental studies, the students were overwhelmed with surprise.
3. Basic knowledge
1. Reading new words test. In this link, I adopted the method of driving a train to read. When some students made mistakes, we collectively corrected them.
2. Accumulation of idioms. This article has many idioms describing scenery. During the preview before class, students have been asked to draw the idioms in the text. It is easy to mispronounce "beautiful scenery" and "blue waves". After emphasizing pronunciation, I adopted the method of using the literal meaning to understand the words and reviewing the original sentences to understand the words in the sentences. This step takes a long time. The teaching of this aspect still needs to be improved.
3. Polyphonetic characters. This article focuses on the polyphonic word "Yan". I tell students that when naming places, pronounce it yān, such as Yanshan, Yanyuan, and Yanguo. When pronounced as yàn, it refers to swallow. Students master it better.
4. Understanding the text
In the self-reading prompts, you are required to read the text silently and talk about what past events and experiences the author recalled and what inner feelings he had. So after sorting out the basic knowledge, I threw this question to the students. After students read the text silently, they can find out that the author recalled interesting childhood stories such as counting stars, lighting bonfires, and shaking cicadas in childhood. They can also say that they have visited many countries and seen many moons. These moons are wonderful and wonderful, but they like it the most. is the moon of my hometown. After being guided, I will also find out that the moon in Yanyuan is a wonderful sight, but I still think of the ordinary little moon in my hometown, Weikeng. I can feel the author's homesickness.
Because the courseware shows how to watch the moon in my hometown, watch the mountains, watch the moon in my hometown, talk about the water, watch the moon in my hometown, and dream of the moon. But the students’ answers were completely irrelevant. So I thought, should I show this to students? After all, students can identify key points. The author's recollections of childhood anecdotes and adult experiences. Under guidance, I can also express my childhood happiness and my longing for my hometown as an adult.
After hesitating for a moment, I simply showed the students the content of the courseware step by step. I don’t know if they understand it or not. When I showed the courseware, I felt extremely boring and uninterested. After class, I thought about it, why do I have to show all the content in the courseware? Courseware serves the classroom, so how can we rely solely on courseware presentation? Looking back on the process of class and using the courseware, I often had no ideas and my thinking was not that flexible.
Later, I read the lesson plan again. Although the interesting childhood stories of looking at mountains and talking about water seemed to have nothing to do with the moon, in fact, these were all caused by the moon. This is the essence of prose that "the form is scattered but the spirit is not scattered". However, this was not talked about and listened to by the students in the classroom, and it did not allow students to feel the charm of prose.
Therefore, I feel that this class was very bad. The class only brought out the feeling of homesickness, and the question setting seemed scattered and lackluster. If you provide students with a framework or example when presenting the content in the self-reading prompts, will students be able to follow their own ideas? Classes should be tight and complete.
In short, I still didn’t prepare the lesson well. This made me feel extremely ashamed, because I read the articles, read the lesson plans, and modified the courseware, but the classroom results were disappointing. This reminds me of what Mr. Yu Yongzheng said in his book. When preparing lessons, he must read the texts thoroughly. I did not understand the article well enough. I only briefly understood the emotion, but ignored the knowledge of writing and style. The awareness of classroom teaching goals has also weakened in the classroom.
In future classes, we must grasp the unit elements, enhance goal awareness, and make every question and every link purposeful. Make the classroom effective and allow students to gain and gain something in the classroom.