First, the analysis of traditional classroom structure model
Look at a lesson first:
Castle Peak is full of loyal bones.
Teaching objectives:
Knowledge teaching: understand the writing method of the expression center through the concrete narration of one thing. Master? Footwear, honor, abuse, anger, martyrdom, lock, get together, as soon as possible, go, immediately, wrap it up, horrible? Equal to 12.
Ability training: initially learn to analyze and summarize the central idea of narrative. Learn to read the text with emotion at first.
Ideological and emotional education: feel the broad mind and lofty spirit of internationalism of proletarian revolutionaries.
Teaching process:
1. Dredge new words.
2. Read the text and listen to the tape.
3. Explain the text, ask and answer (ask questions, then you say and I'll say. )
Examples of problems (no clear theme, words, punctuation, sentence meaning, grammar, etc. For example:
(1) Summarize the main contents of three telegrams sent by North Korea in a concise sentence. After receiving these three telegrams, Mao Zedong felt extremely sad. Draw a sentence about his sad mood and say what this has to do with the text center. (3) At the same time of grief, what did Mao Zedong think? Tell me what this has to do with the text center.
4. Read the text again. Do the exercises in the exercise book. (Extra-curricular supplementary exercises)
Look at the homework in the exercise book again:
1. The correct groups for addition and phonetic notation are
2. The group with the same pronunciation of the plus sign is
3. The most appropriate summary of the central event described in this article is
Read the following telegram and then answer the questions as required. This telegram contains two meanings. Please mark it with a vertical line in the text and summarize the two meanings. )
5. Read the following article and then answer the questions as required. What are the two things that this article focuses on? Please summarize it in concise language; What kind of noble character did this article praise Mao Zedong? The following answers are correct; Find two character languages that point directly to the center of the text. )
First, let's look at the first question about three telegrams. Summarize them in one sentence? If the first telegram can be summarized in one sentence, then the original texts of the second and third telegrams are only one sentence:
? Chairman? The secretary came in and whispered, Mr. Peng called and said that he was the chairman's eldest son, and asked to make an exception and transport the body back to China. ?
The secretary approached the chairman again and whispered: North Korean Prime Minister Kim Il Sung called to express his condolences to the chairman. He said that Comrade An Ying died for the liberation of the Korean people and was also the son of the Korean people. He demanded that An Ying be buried in North Korea. ? Obviously, it can be seen that the problem design is not rigorous and lacks the depth of thinking.
Look again: after-class exercises 1:
This paper describes the feelings and decisions after learning that Aiko Mao died for his country, and praises _ _ _ _ _ _ _ _.
Mao Zedong's lofty spirit of internationalism.
(2) Mao Zedong set an example and did not engage in special noble sentiments.
(3) Mao Zedong dedicated all his noble qualities to the revolutionary cause and the broad mind of proletarian revolutionaries.
This not only makes students lose the skills of summarizing the basic meaning of the article, but also makes them lose their own unique experience. The alternative answer itself is contradictory. Imprisoning students' thinking and emotions. Words, words, sentences, pinyin, punctuation, levels and paragraphs are all grasped independently of the whole chapter. Without valuable central topics and internal organic connections, students' ability cannot be challenged, and the classroom structure is qualitatively unstable. Such a structure does not have the meaning of function generation. Classroom problems with function generation significance must have qualitative immanence, and qualitative stipulation leads to classroom disorder and distraction. The whole class is arranged and implemented according to the pre-designed teaching. The central position of teachers makes it difficult for students to study and think. Further thinking, because there are too many questions and too many classroom links, it means that the questions are simple and invalid, and students have no time to think, discuss and express their opinions. Besides, how much time did the students spend reading, reciting, remembering, thinking, writing, speaking and speaking in the whole class? Often most of the time, I do some simple thinking while listening, and record the teacher's answers at the back of the class to cope with the exam. The whole class flows linearly, and the lively classroom on the surface indicates a terrible tendency. It can be summarized as four points: the separation and separation of teaching objectives lead to the disorder and disintegration of classroom structure; The understanding of teaching emphases and difficulties leads to a static and linear classroom structure; The teacher-centered tendency of teaching steps affects the functional generation of classroom structure; The teaching evaluation of low-level knowledge reduction leads to anatomical classroom structure.
Second, the proposed classroom structure
Time structure: refers to the form of time rhythm in the classroom system.
Multiplicity and holography of time structure: Because the classroom system always contains low-level units, these low-level units themselves depend on the high-level system. For example, the teacher asks a question to make students think. From the classroom, three minutes is three minutes, and forty students have 120 minutes for these three minutes. The teacher reads a lesson for five minutes and the whole class for 200 minutes. This is determined by the multiplicity of time. In the five minutes when students listen to the teacher's reading aloud, everyone is out of order, and all the time out of order depends on a higher level of time, that is, the total process of reading aloud, or the whole class. The time structure of classroom system not only has its own time structure system, but also contains the time factors of low-level units, depending on the background time of high-level systems. Earth: day and night alternate, four seasons cycle? Time rhythm. Nine planets: their respective time rhythms. Sun: Compared with the sun, the time structure of the nine planets is disordered, but it is unified with respect to the earth and other planets. The sun is the background time of the planet, which has universal significance. Diversity of time structure: The interaction of the classroom should be strengthened and the form of the classroom should be changed. Make diversity play a beneficial role. Holography of time structure: the development process of organisms is a rapid and short repetition of the main stages of their species evolution. Inner time does not forget the past, the past? It is only compressed and accumulated more and more tightly in the system, which makes the internal time have topological properties such as overlap and mapping, and the topology is related to the fractal dimension. We can infer a person's past from the present precisely because people keep diachronic holograms of past experiences in the fractal structure. ? The class asked a question: it took the student five minutes to solve it, but these five minutes included all his past time, the knowledge and experience he had learned in the past time. You can infer the past from the present.
Third, the general paradigm of classroom structure
1. Introduction to life: skills; Special topic; Environment-formed
2. Overall presentation problem: skill problem; Thematic issues; Empirical problem
3. Problem solving and correction: done independently; Group discussion and exchange; Typical answers and ideas; Amendments and supplements
4. Theme reading (practice): read the theme materials; Skill variation exercise
5. Practical homework: theme reading, theme activity and theme writing.
Fourth, the overall idea of classroom structure reform
(1) strategy design (positioning teaching objectives from the perspective of understanding the theme of the text), taking "Castle Peak Buries Loyal Bones Everywhere" as an example, the design is as follows:
Life-oriented introduction: telling stories (fables), summarizing topics and refining meanings.
Overall presentation questions:
1. What does this article describe? Please summarize it in a short sentence.
2. What thoughts and feelings did this show Mao Zedong, and what aspects did you see in your article?
3. What was the author's mood when he wrote this article? Talk about your experience.
4. Can the first four paragraphs be merged? How is the expression effect?
Problem solving: think independently and finish 1 and 2 questions in writing. Group discussion, the teacher looks for typical questions, and the whole class communicates. Then the students revise their answers and compare them before and after.
Topic reading (practice):
1. Read the following narrative paragraphs, summarize the main contents, and tell me what feelings the author expressed.
2. Read the following argumentative passage and use it? Through what discussion, what is the truth? Answer the sentence.
Practical homework: Collect (interview) some opinions about Mao Zedong after class.
(2) Theme design (selected from written materials), taking "Castle Peak Buries Loyal Bone Everywhere" as an example;
By reading articles about the parting of relatives, we can feel the feelings of life and death and guide the generation of life consciousness. It can be considered from the material category, such as the Korean War, the Nanjing Massacre, the Iraq War, the Kosovo War and the Afghanistan War.
Death: died in war; Died in an earthquake; Coal cave collapse; Died of illness; Save people and die; Innocent murder; Died of a crime; Suicide and so on. Hermit; Lao She, Hemingway, Haizi, San Mao, Leslie Cheung, some admirers jumped off a building and other different people died. Looking at the article from different angles, let us understand death, cherish life more, love life, love life. A point in different classes can be used as the starting point of material selection. The design is as follows:
Introduction to life: a topic about death in life (video playback, newspaper summary)
Overall presentation questions:
1. How did Mao Anying die in the Korean War? Can you imagine what that looks like?
2. How did Mao Zedong feel when he learned the news? Find out the sentences that describe his sad mood from the text and read them silently.
3. What is Mao Zedong's choice about whether to leave his son's body in North Korea or send it back to China? Why? What kind of psychological world did he show?
Please comment on Mao Zedong's choice.
From this article, we can see the author's attitude towards Mao's sacrifice and the death of his loved ones. How do you feel?
Problem solving: Do it independently, complete two questions 2 and 3 in writing, and use a complete paragraph. Group communication. The whole class communicates and the teacher explains. Students correct their answers and feelings.
Theme reading: for example, San Mao's works; Articles in bosom friend magazine; Gao Lan's Crying for Sophie; Zhou's Niu Niu, A Father's Diary, etc.
Practical homework: extract sad sentences and feel the pain of death. Students with such unfortunate life experiences write a nostalgic article.
(3) Situation (background) design: Take Nostalgia and Wisteria Falls as examples.
(1) Homesickness
Situation lead-in: Play narrative prose poems and create situations.
The overall presentation problem: listening, feeling and silent reading; Thinking: Why use these things to express feelings instead of others? Combine your own life experiences and materials. Materials include: about Yu Guangzhong and homesickness; An article introducing the concept of poetry appreciation; Read poems on the same subject.
Problem solving: self-study, group discussion and student communication; The teacher explained.
Theme reading (practice): read poems, write poems according to your own experience, and communicate.
Practical homework: Read the same poem after class and create a complete poem.
(2) Wisteria Falls
For example, I just stand and stare, and feel that this wisteria waterfall is not only in front of me, but also slowly flowing in my heart. Flowing, taking away the anxiety and sadness that have been pressing on my heart these years. This is a secret about life and death and brotherhood.
Flowers and people will encounter all kinds of misfortunes, but the long river of life is endless.
You can take a passage from the author's crying little brother as a situational design: but he went too early. This year, from his illness to his death, it was really like a dream, a dream that could never be believed. I always thought he would come back, walk to my window from our desolate backyard in winter and summer and call me? Little sister. But he left, prematurely and forever. My brother is three years old. Since I have a relatively complete memory, my younger brother, a chubby and lovely little brother, has been living with me. I know the hardships of living on this loess plateau, and I know the fatigue of people living on this loess plateau. I can also imagine that every work progress will go through very annoying twists and turns. But I didn't expect that my brother not only lived and fought here, but also died here. The design is as follows:
Life introduction: Things can send feelings (symbols in life: rose, white flower, white flag, pine and cypress). )
Overall presentation questions:
1. What does wisteria look like? The things described by the author have the vitality of life. What keywords are used, what sentences are used and how are they described? What is its fate?
2. What is the author's feeling? What you think, what you think, what you feel. A compliment to life. ? Spiritual peace and joy of life? Flowers and people will encounter all kinds of misfortunes, but the long river of life has no end? . What is the author's emotional fate? Life and history give pain, like flowers.
3. As the main body of lyricism, the author's words contain emotions, and then look at the author's description. Thinking: why do you want to put it? Every blooming flower is like a full sail, and below it is. Like a smiling face,-?
Problem solving: read aloud, realize and complete independently; Group communication; The teacher explained; Revise and reflect.