Similar information integration, single text, multi-text, whole book reading
What is similar information? It is the language information with the same melody and the same meaning in the same text or in different texts. Teachers who are sensitive to language can realize the echo and connection between similar information and have the linguistic impulse to isomorphize it into an independent language field. Teacher Wang Jun is a practitioner in this field. She calls this kind of thinking characteristic "similar information sensitivity", and the operation method of group reading is "similar information integration".
Teacher Qian Menglong defines "group teaching" as: based on an article or a theme, it develops vertically or horizontally, thus forming an "article" group teaching.
It turns out that group reading is similar to information integration, and the two can be integrated, instead of directly throwing many articles to students, skimming and skimming. Reading group texts requires teachers to prepare lessons and cut into a combination point. In the classroom, it is still inseparable from the essence of Chinese teaching-language training, and it is still necessary to lead students to get close to the text, chew the language and struggle in the language. Through contact and integration, piecemeal work is avoided, and a language field and a reading field are formed. This kind of Chinese classroom model is relatively open and has the characteristics of Chinese subject.
In the face of these concepts, how to operate specifically, for the author: "There is a small mouth in the mountain, as if there is light", and look at the research results of China's predecessors:
Teacher Yu Yingchao designed this in the "Three Gorges" literacy teaching:
Ask the students to find the words next to "mountain" and understand their meanings.
Badong Three Gorges Gorge: the place where two mountains are sandwiched by water.
Heavy rock peak: zhàng, a towering mountain peak;
Rock: A mountain peak formed by the bulge of huge stones.
White monster: y m n, a very high mountain peak.
Rong Qingjun Mao Jun: jùn, high and steep.
Please find the words with "シ" and understand their meanings.
Along the back edge: downstream;
Go back: Si, go upstream.
Turbulence in Green Lake: tuān, the water of rapids.
Hanging spring waterfall: a stream of water that pours down from a steep slope or cliff in a riverbed.
Flush while flying: shh, rush.
Lin Hanjian Su Jian: This refers to the canyon.
The ape sang three tears and touched his clothes: they were soaked.
Yu Lao's literacy teaching design is ingenious and interesting. The word group composed of these words implies the topography of the Three Gorges. Interest stimulates students' interest in literacy. This integration has taught students a way to read and write, and also implemented word teaching; This kind of integration "is a very clever angle, and its appearance depends on teachers' careful reading and refining of the text content" (comments by Yu Lao).
It's amazing that the literacy teaching of home cooking class can be designed so exquisitely.
When teaching the article "Walking", Mr. Wang Jun synthesized the following sentences in the text:
Mother wants to take the main road, and the road is flat; My son wants to take the path, which is very interesting.
She listened to me as I did when I was a child.
Mother is old, and she has long been used to listening to her strong son. My son is still young and is used to listening to his tall father.
I squatted down to carry my mother, and my wife squatted down to carry my son.
Although my mother is tall, she is thin and naturally not heavy; Although my son is fat, he is young and naturally light.
When these sentences are integrated together, students can easily realize the symmetry, rhythmic beauty and phonological beauty of the internal structure of the sentences.
Teachers call this kind of sentences "symmetrical sentences" and "circular sentences", while Teacher Wang Jun calls this kind of sentences "magical circular sentences", and summarizes their functions as: answering each other's contents, supporting each other's forms, reflecting each other's thoughts and blending their emotions. By guiding students to read aloud, discuss, summarize and then read aloud, it is not difficult to understand the language expression style of "walking", which is "slow and steady, simple but not warm".
The wonderful thing is that the author presents these sentence patterns on the courseware, guiding students to read repeatedly, without too much explanation, and the whole classroom is full of warm feelings.
In the exploration of group reading, the homogenization of teacher Si Yanping and the study of group poetry reading are very unique. Take Du Fu's three poems (Wang Yue, Wang Chun and Li Shihao) as examples:
Teacher Si Yanping and Hope are integrated into one, which is divided into three teaching sections: watching Lao Du's heroic heart, watching Lao Du's detached heart and watching Lao Du's childlike heart, so as to gradually interpret Du Fu and deeply understand his mood and soul.
The design question is:
1. If you want to find a word to coordinate these three poems, which word do you think it should be?
2. What kind of scenery did you see in Looking at Yue? Looking at the majestic heart, what kind of poet do you see?
3. The three poems "Wang Chun" and "Li Shihao" were written after the outbreak of the Anshi Rebellion, and they are about the poet's heart to leave the Anshi Rebellion. What are the similarities and differences between these two poems?
4. Which two poems do you think are the most sad after reading Spring Hope? Why?
5. What poems shocked you when you read The Stone Gull? Why?
6. Interspersed with reading materials 1 and 2, think: What kind of feelings did you see from Du Fu? Tell me what you know and think about him. (Data 1 refers to Du Fu's life information and poems in different periods, and data 2 refers to the article "Lao Du Xin" published by the teacher)
The comprehensive reading of teacher Si Yanping's group poems completely broke the traditional teaching mode of single text-first, the introduction of the background author, second, the explanation of the content, and third, the writing characteristics. Such a whole class is smart and heavy. Whether it is reading aloud or in the form of a poem summary after each lesson, it is just a teacher's launching article, which shows the teacher's kung fu and skills in preparing lessons. Students bathed in such a classroom, Du Fu would not be too far away from the students, and Du Fu would stand firm in the hearts of the students.
Take a lesson developed by Wang Jun as an example: "It's not easy to say I love you-let's talk about love in an ordinary world".
Puppy love is a serious phenomenon in the class, which should be avoided rather than banned. This is the original intention of teacher Wang Jun in designing this course. Teacher Wang Jun integrated the ten love jokes in the book into two classes.
The first lesson: Read the integrated essay, and discuss and summarize the salient features of love from the woman's point of view (shared happiness, shared hardship, wishful love, lost love, spiritual blending love, disillusioned love, compassionate love, self-obsessed love, like-minded love, Plato's spirit love, torn love).
The second class: discussion and communication
Girlhood: If you were asked to be a woman in a novel, who would you choose to be? Who do you choose as your husband?
Boy Time: Do you think you may be the person in the story when you grow up? Who do you think you will find as your wife?
Summary: What are the characteristics of good love? (Spiritual equivalence, identity, taking dedication as the premise, going through pain ...)
Throughout the teaching records of the two classes, the reading atmosphere in the first class is extremely strong, and students are completely immersed in the words in literary works, forming a strong reading atmosphere. In the second class, there was a strong discussion atmosphere and a strong sense of substitution, especially for girls. During Mr. Wang Jun's period, relevant paragraphs in Fromm's The Art of Love were properly interspersed, which raised the discussion of love to a philosophical level. This kind of fusion, the fusion of paragraphs and the fusion of students' life experience has triggered students' rational thinking-how to love?
Is this a Chinese class? Or a theme class meeting class? Through these two classes, students can divert their attention and win the ordinary world, which is the Chinese class. It is a good strategy to break through the difficulties of reading the whole book through mastery.
Some teachers look forward to reading and studying in groups:
The flowers are charming, looking back at the flowing clouds.
Take a spoonful of weak water for 3 thousand, not because of nature!
Integration is not only a means of operation, but also a practical concept.
China's predecessors' exploration and practice of group reading made the author "suddenly enlightened and intoxicated". Group reading is not only a challenge, but also a hope and spur to the professional growth of front-line teachers. In the era of big data and big network, only if you have an infatuation with professional growth can you move towards the horizon and poetry and distance on the three-foot platform.
References:
[1] Yu Yingchao: Eighty Lectures on Chinese Teaching Design Techniques [M], Guangdong People's Publishing House, 20 14.
[2] Wang Jun: "A more beautiful Chinese class" [M], Changjiang Literature and Art Publishing House, 20 18.
[3] Si Yanping: "Looking at Lao Du's childlike innocence from afar-"Three Poems of Du Fu "and the integration of education with others" [J], China Wetland, 20 17.
20 18- 12-28