Where does paying attention to learning experience and improving language literacy come from
On the afternoon of November 2, 2017, under the guidance of the new Chinese concept of "paying attention to learning experience and improving language literacy", Qingpu The sixth-grade training activities sponsored by the district's junior high school Chinese teacher training center and hosted by the junior high school Chinese teacher training base were successfully carried out at Xujing Middle School.
As a training base for junior high school Chinese teachers in Qingpu District, Xujing Middle School gives full play to the advantages of a multi-level training echelon of famous teachers, experienced teachers, and young teachers to carry out lesson training on classical Chinese topics. Teacher Xu Wei gave a lesson "Guancanghai" made preliminary exploration and attempts.
The class is introduced with idiom stories to guide students to recall their past learning experiences. In the first reading perception stage, through scattered reading and joint reading, students can initially perceive the rhythm of the poem. With the big question "Cao Cao climbed to Jieshi Mountain, what did he see? What did he hear? What did he think of?" The students were guided to work in groups to find verses, try to read them aloud, and draw pictures. In the process, the teachers provided timely guidance Provide guidance and teach reading skills, and use reading to promote students' understanding of poetry content during word analysis and sentence analysis. Through various forms of reading, they can deepen their understanding of poetry and improve their reading ability. Then the question "From this poem, do we just read about the poet Cao Cao?" leads the students to the emotional imagination of the military and politician Cao Cao. With the help of a map, the teacher shows Cao Cao's battle route and introduces the writing background. Students can understand Cao Cao's thoughts and emotions. Finally, through teacher's model reading, students are guided to read with emotion. The whole class is run through reading, which fulfills the teaching goal of "understanding the content of the poem and feeling the poet's heroic ambition through reading aloud".
After class, Teacher Xu Wei talked about the three changes he had experienced through five classes: changes in the teaching process - leading with big questions to give students more free space; changes in teaching methods ——From only writing on the blackboard to adding media; changes in teaching language——Changing the teaching language is a phenomenon where the questions are verbose and the questions are unclear.
Based on Teacher Xu Wei’s class, Gu Yiqun, a young teacher from Xujing Middle School, elaborated on the issues he observed and thought about after many class observations from four aspects: patient listening, timely choices, careful guidance, and clear writing on blackboard. Young teacher Gao Wei made an exchange on Xujing Middle School’s academic achievements and teaching thoughts on classical Chinese over the years. Xujing Middle School has set up a stage for young people to grow by using the model of young teachers teaching, observing and writing lessons.
Subsequently, sixth-grade teachers from other schools in Qingpu District were divided into four observation groups for a lively discussion.
The first group observed whether the teaching content closely followed the teaching objectives from the observation point of the appropriateness of the teaching content. They suggested that the creation of artistic conception should be strengthened in this lesson. The second group observed whether the teaching content paid attention to the students' learning experience, and pointed out that this class paid attention to the students' learning experience starting from "looking at the plum blossoms to quench the thirst". In terms of reading aloud, certain methods are proposed for students. The third group observed whether the teaching method can effectively achieve the teaching objectives based on the observation point of the effectiveness of the teaching method, and pointed out that this lesson achieved significant results through reading aloud. The fourth group asked whether teaching methods pay attention to students' learning experience, pointing out that when teaching ancient poetry, supplementary materials should also be linked to previous learning experiences.
Finally, teacher Shen Jing, a district teaching and research researcher, shared an "Example Talk on the Teaching of Classical Chinese Poetry". She pointed out the direction for us in terms of curriculum standards and evaluation requirements; provided us with a model for reference with the excellent cases of three teachers; and provided methods for our practice in terms of redesign and re-evaluation.
Teacher Wu Yajun, the principal of Xujing Middle School, participated in the entire event. As a Chinese language person, he has deep feelings for Chinese. Teacher Wu sent an affectionate message to the teachers present, hoping that everyone can study again and again. Continuous learning and self-examination during training will lead to more profound growth.