On the morning of May 18, 2022, in the network training activities of provincial backbone teachers, I was fortunate to watch Miss Qiu, a master pilot of the Ministry of Education, and felt the connotation of life education. Feel the ideal classroom appearance of teaching materials, curriculum standards and students' organic combination and implementation put forward by the new curriculum standards; I feel that this is a Chinese class where life is present.
Teacher Yan is a practitioner and innovator of "Life Chinese", and she has rich experience in junior middle school Chinese classroom teaching. This lesson she teaches is an excellent lesson example displayed at the excellent classroom seminar of famous middle school education experts in China under the background of "double reduction" policy. Tasting Mr. Tan's class, there are many details worthy of our repeated tasting and learning. Specifically, I want to talk about what I gained after listening to Teacher Tan's class from the perspective of "three flavors classroom" (Chinese flavor, exquisite flavor and life flavor).
First, the taste of China people.
1. Scholar Lang Lang reads Chinese flavor.
The article Missing in Autumn is always full of the author's sincerity and affection, and it is the best text for reading teaching. In addition, the goal of the second unit is to "continue reading and grasp the emotional tone of the article". Therefore, in this class, Mr. Kun carried out many reading activities and gave students detailed reading guidance. The students walked into the inner world of the characters from the wonderful, devoted and moving reading, and read out a strong Chinese flavor.
At the beginning of the class, Mr. Kun read a sentence in "I and Ditan" in a low language, "I suddenly lost my legs at the most arrogant age", which immediately brought the students into a sad situation. Then, Mr. Kun guided the students to find out the sentences that can express the author's anger and impermanence: "Looking at the sky facing north, I will suddenly smash the glass in front of me; Listening to Li Guyi's sweet singing, I will suddenly throw what I have at hand at the surrounding walls. ".Read aloud by taking advantage of the situation between teachers and students, grasp the stress, then let the students add the corresponding action feelings when reading aloud, and finally guide the students to fill in the blanks psychologically. Read aloud: I shouted over and over again in my mind: _ _ _ _ _ _ _ _, and realized Shi Tiesheng's despair.
In design, Mr. Kun takes reading aloud as the main line to appreciate the text, so that students can feel the feelings of the author and mother in reading aloud. Students' reading, example reading, dialogue reading, role reading, variant reading, action reading and other reading forms all reflect Qu's ingenuity and ingenious thinking. Every reading is the basis of the next one, and the teacher's guidance is extremely delicate. Really exercise students' reading ability in reading, avoid mechanical repetition and plane sliding, and make reading activities more in-depth and three-dimensional In class, we can see students' reading progress and emotional integration. At the same time, students also learned real reading methods, such as paying attention to actions, language description, reduplication, environment and so on.
Choose your words carefully to taste this language.
Teacher Wang Songzhou thinks that the main expression of Chinese flavor is "taste words and sentences, chew over words". Teacher Kun leads students to pay attention to language and writing, chew slowly, guide students to talk with characters and authors, discover the ideological connotation and spiritual value behind characters, and taste the "taste" of language.
In the second link, Mr. Kun put Chinese classroom teaching on the beauty of language and emotion. When she guides students to analyze the image of mother, she makes sentences with words and guides students to wander back and forth in emotion and words, thus realizing the awakening of the author's life. After students carefully select words and taste Chinese, they can naturally express Chinese as the Romans do, and singing is the best realm of Chinese classroom.
Mr. Kun fully integrates Chinese teaching materials with students' life experiences, so that students can realize their mother's care, life and feelings from every detail, and learn to be grateful, thus receiving systematic and profound life education and interpreting the true meaning of Chinese teaching. Judging from the effect of students' learning, the students in this class are immersed in the vivid classroom, full of passionate recitation, sincere feelings after epiphany, and the feelings of teachers and students have a strong * * * sound with the author and teaching materials, which all express that the classroom has reached a sublimation realm.
Second, exquisite taste.
1. Exquisite tableware
Teacher Kun's four learning sections in this class are: life despair, life awakening, life repentance and life redemption. These four sections are interlocking, deepening step by step, spiraling up, and running through the classroom with "life", which not only conforms to the students' cognitive laws, but also conforms to the characteristics of the text, and highlights Qu's teaching pursuit of "life language".
In the "life despair" link, Mr. Kun felt Shi Tiesheng's pain by organizing various forms of reading activities and implemented reading training. In the "Awakening of Life" link, Mr. Qu took the students into the lines of the article to capture the details of depicting the mother, experience the greatness of maternal love and analyze the characters; In the "repentance of life" link, Mr. Kun felt the author's guilt and the preciousness of life around the deep meaning of "living well" and chrysanthemum, and explored the theme of the article; Finally, Mr. Kun contacted the reality and guided the students to know themselves, cherish the present happiness and achieve the goal of "life redemption" by constantly asking students "How do we live well?"
2. Exquisite teaching language
Teacher Jeff said: Chinese teachers' classroom teaching language is not only the basis of organizing classroom teaching, but also a means to promote classroom teaching process, and it is also the "second text" for students to learn Chinese. It can be seen how important it is to cultivate your own classroom teaching language! It plays an important role in improving students' Chinese literacy.
What impressed me most about Mr. Kun's class was her exquisite and quality teaching language. Whether it is a dialogue between teachers and students or a question, her lips reveal infinite "love" and "encouragement" for every child. The following is my excerpt from the teacher's evaluation: "Your thinking is the most active" "I found that your Chinese foundation is really excellent, very good!" "You are a keen eye." "Only a keen child can capture such a keen word!" "What a careful child!" ……
In this class, the teacher's praise for the students is almost unpretentious. According to my observation, almost every child in this class actively participates in the class and speaks in the class. Isn't this the collective activity that Mr. Yu Yingchao often emphasizes? The classroom is not a performance field for several talented students, but a booth for every living life. Some people say that if there is no hegemony of eugenics in the classroom, there will be no lost soul in the corner. In this classroom, I see every child in full bloom, and they are the real classroom owners.
Third, the taste of life.
1. Cleverly set blank spaces to explore the depth of life.
"Qiu Si" is a prose with deep feelings. When writing, the author hides his complicated feelings behind the words. After reading this class, I feel that her ability to interpret the text is too deep. She accurately grasps the gaps and contradictions in the text, makes deep excavation, skillfully creates a number of "fill in the blanks" activities, guides students' imagination, and cultivates students' language expression and text creation ability, so as to better understand the connotation of the work and grasp the subtlety of the work. The first place to fill in the blanks is for students to say, "I hit these two hateful legs hard and shouted,' What am I living for!'" "After added, imagine Shi Tiesheng inner pain and despair at that time. We heard the students shout out Shi Tiesheng's inner despair and unwillingness at the top of their lungs. It can be seen that the students have been completely immersed in the situation; The second point is to ask students to supplement the ellipsis in the sentence "My sick son and my underage daughter …", to think about what the mother wants to say, and to realize her infinite concern and worry about her children when she is dying. The third place is to create a situation-if his mother is still alive, Shi Tiesheng wants to say "Mom, _ _ _ _ _" to guide students to add what Shi Tiesheng wants to say but can't say it anymore, and feel his deep remorse and guilt. Students seem to see Shi Tiesheng in the past and Shi Tiesheng now in imagination and fill in the blanks again and again, feel the vivid mother image of "standing in front of the window", read the deep affection behind the text and understand the author's voice.
2. Clever use of resources to broaden the breadth of life.
Teacher Kun's class is a model of "1+X" integrated teaching. By teaching "Qiu Si", the whole class takes paragraphs from Shi Tiesheng's different books as the transitional language between teaching links, which truly realizes the linkage of reading content in class and after class.
When importing, I quoted "I lived to the most arrogant age, and my legs suddenly limped" in "Ditan and I", which made students clear the writing background of the article. In the link of "repentance of life", I quoted a sentence from "Ditan and I": "At that time, my son was still young and didn't miss his mother. He was stunned by fate and thought he was the most unfortunate person in the world. He didn't know that his son's misfortune was always doubled by his mother, which made the students feel the deep remorse and guilt hidden in the words. In the "Salvation of Life" section, Mr. Kun added two resources-the explanation of Shi Tiesheng's body donation and Shi Tiesheng's acceptance speech when he won the first China Literature and Media Award, which deepened students' understanding of life and guided them to think about "how to live well". This not only increases the capacity of the classroom, but also increases the life weight of the classroom.
Sincere words are always touching, and sincere classes can also awaken and illuminate people. After listening to Miss Qiu, I was immersed for a long time. After reading Shi Tiesheng's emotional words, I shed a line of tears. I once again recalled my feelings after writing class, which made me feel more deeply that life is present.