? Professor Wen Rumin, editor-in-chief of the textbook, pointed out that "self-reading class" is mainly not taught by teachers, but read by students themselves, and apply the methods learned in intensive reading class to self-reading class. In many cases, self-study class is independent extensive reading. "I used to worry that students didn't understand this or that, so that they became' intensive reading classes', and the content of each class could not be finished. One class was divided into two classes; After some improvement, I became a "free class" again, and the students spoke freely. I released the initiative in the class and occasionally "looked after". Finally, I made a full-text summary from the aspects of content, theme and writing, and imposed my reading experience on my classmates. The classroom seems lively, but the actual students don't really understand it, and the understanding stays on the surface. Teacher Dong Pei Jr. mentioned in "Let students really" read by themselves "that the overall consciousness of the unit can be strengthened and the" self-reading "function can be implemented; Strengthen the consciousness of textbook arrangement and implement the status of students' independent reading; Strengthen the awareness of Chinese ontology, implement the "self-reading" Chinese standard, and let students really "self-read". This suggestion inspired me a lot and I worked hard.
? Although there are great changes in the selection of materials in the "Ministry Edition" textbooks, many classic articles are still retained. Mao Zedong's exact words "Qinyuanchun? Snow is one of them, its position has not changed, and it is the first article in Unit 1 of the first volume of the ninth grade. It is worth noting that this poetry unit has officially become an "activity-inquiry unit", which adopts a task-driven approach and emphasizes students' "autonomous" learning: appreciating poetry independently and organizing recitation activities. The nature of this course has changed, from "teaching reading" in the People's Education Edition to "self-study". How to design the "self-reading" teaching of this course?
? First of all, it is determined that it is a self-study class, and students are the main body of learning. Ask questions: how to learn? Pay attention to mobilizing students' knowledge reserves. Through the study of words such as "fisherman's father is proud to meet clouds and smoke", "diviner lives in Dinghuiyuan, Huangzhou" and "diviner" in the eighth grade, students have a preliminary understanding of the basic characteristics of words under the guidance of teachers. Therefore, we should pay attention to recalling the words we have learned, arouse students' previous reading experience and prepare for independent appreciation. Secondly, pay attention to the reading strategies provided by the textbook in Task 1, pay attention to the guiding role of teachers, grasp the key points of appreciation, and make effective use of notes and marginal notes (the difference between blue words and black words). Finally, we should pay attention to various forms of reading aloud, and teachers should carefully design rich teaching activities to break through the focus of appreciation. However, the guiding role of teachers can not be ignored. Because in the first lesson of this unit, it has a demonstration effect on the later self-reading appreciation, plus the factors of learning situation, so we set up two classes.
? The self-study teaching design is as follows:
Teaching objective: 1. Read the poem repeatedly, feel the beauty of rhythm, and grasp the emotional tone of the whole word in combination with the background.
2. Understand the image of the whole poem, experience the magnificent artistic conception, understand the content, and feel the poet's broad mind and heroic feelings.
3. Understand the characteristics of the combination of scenery writing, lyricism and discussion.
4. Learn to write and appreciate the text.
Teaching Type: Self-study Guidance Course
Teaching creativity: simplifying teaching ideas? Optimizing teaching content and effective teaching activities
Teaching activities: reading activities? Reading activities? Beautiful writing activities? Compared with "singing" activities
Teaching links:
Play the audio of Liu Bingyi singing this word between classes and feel the grandeur of the music.
First,? Direct import. Review the words you have learned in the past and talk about your first reading experience. (Take reading strategies as the starting point to understand the learning situation.
Part I: Reading activities
1. Students recall the requirements of reading poems in the past.
2. Students read orthography, and several students try to read the first three sentences and several long sentences. Teachers and students evaluate the rhythm and stress, and all students read the whole word (the teacher pays attention to the blue word reading).
3. Students talk about their emotional tone, and the teacher guides them to pay attention to the blue background, and shows Liu Yazi's comments to deepen their understanding and clarify their emotional tone: majestic and unrestrained. The teacher reminded us to pay attention to the tone, intonation and speed of reciting.
Let's talk about which words are mainly used to express this emotional tone of poetry, and clearly need to stress these words. Read the poem again.
4. Show famous books to recite and compare reading.
Part II: Reading activities
1, guide students to pay attention to the bold side criticism, and analyze and exchange the word "Wang" independently with comments. The teacher asked if the word "look" could be changed to "look". The word "look" means that the author climbs high and overlooks, and the scenery he sees is tall and majestic. These are the images of ci, which embody the broad and magnificent artistic conception and the poet's broad mind and majestic spirit. )
Boys read the word "Wang" to quote poems.
2. There is another word "Xiaque", which is similar to this one. Lead to "pity", pay attention to criticism, combine comments, think independently and communicate, and the teacher summarizes.
Girls read the word "pity" to quote poems.
3. After reading the last three sentences, combine your notes and talk about your understanding according to the content and context of the words (contact above). Students read aloud together and feel the poet's lofty aspirations and heroic feelings.
Part three: American writing activities.
1. Ask the students to summarize the contents of the upper and lower sentences with five words (verb-object phrases) or crosses (the combination of two verb-object phrases) to form couplets.
2. From the point of view of self-selection, "appreciating characters", "appreciating skills", "appreciating pictures", "appreciating grades" and "appreciating expressions" are all written by imitating examples. (Students' Writing Communication)
3, back reading accumulation.
Section 4: Expanding Singing
1. Compare Liu Bingyi's singing style with that in Classical Ode, and tell me your opinion.
2. Read "Qinyuanchun"? Changsha
(Fully feel the mind of a generation of great men and the demeanor of a leader)
This design needs to be perfected in practice, and I hope everyone will criticize and correct me.