Reflections on Chinese teaching in Tang drama "Live Up to the Mission" 1 Poems are concise. Before the lecture, the main teaching objectives of this course are: to understand the key words such as "green factory", "green hope" and "green treasure house", to know the benefits of planting trees, and to have the consciousness of actively planting trees; Read poetry well, read the beauty of its rhythm, read the joy of young pioneers planting trees, and read their determination to plant trees and green their homes. With this teaching goal, I have been thinking about how to grasp the characteristics of poetry as a special genre of modern poetry and realize these teaching goals one by one. After consideration, I decided to carry out teaching activities according to the language form of poetry.
First, the combination of graphics and text, feel the symbolic meaning of poetic language
Appreciate two pictures, let the children describe the contents of the pictures in their own words first, and get a preliminary understanding of the main contents of the text. On this basis, I asked the children to compare pictures and words and think about which paragraphs of this poem we described in our own language. The child quickly judged that it was the second natural paragraph. Follow-up: What's the difference between our language and poetry? Our language is plain, colloquial and clear, lacking imagination. The poem "Facing the Warm Spring Breeze" is enough for us to spread our imagination wings and see a school of "spring scenery", green grass, green shoots, colorful flowers, lively swallows and so on. As long as we are willing, we can see a lot by chanting "Facing the warm spring breeze". This is the symbolic meaning of poetic language, and a "warm spring breeze" symbolizes a vibrant spring. The same "walking at a brisk pace" can also make us vaguely see the "spring ploughing map" with vigorous spirit. "Deserts, ditches, hillsides, highways ……" clearly symbolizes all parts of the motherland and represents the vast territory of the motherland; "Laughter and laughter" let us hear joyful songs and laughter through the back of the paper ... As students imagine poetry in this way, compared with their own language, students' love for poetry arises spontaneously and their interest in reading increases greatly.
Second, with the help of materials, feel the femininity of poetic language.
Take students to use the "classroom communication" and use the network (there is a network in the classroom, and there are endless resources in a large projection) to let children understand the role of green trees. The language of those materials is illustrative, specific figures and dry cases, in order to let students know the role of tree planting. Read the students' chirp and let them talk about their feelings. Some say they don't understand the words "photosynthesis" and "carbon dioxide", some say they don't understand, and some say they look behind and forget the front, so they don't feel anything.
Under such learning confusion, I asked the students, do you know which natural paragraph of the text this information appears in? The students were very happy and found it soon.
After reading the poem aloud, say how you feel. This blasted the pot. Everyone thinks that poem is not so awkward and knows that it is about the benefits of planting trees.
Why not "full mouth"? Under such questioning, the students read poems and wrote about the role of planting trees by metaphor and personification, which is beautiful to read; The use of "duality" in many places makes this poem cadence and catchy.
This comparison, and then let students read and accumulate, children naturally enjoy it.
I want to try my best to stimulate the most abundant language practice activities based on text resources from the current level of children, so as to stimulate their enthusiasm for active learning and make poetry teaching no longer boring.
Coming out of the classroom, the children are still relaxed and happy. Perhaps from the beginning of this class, the children will "walk at a brisk pace" and enter the new year's study.
Reflections on the Chinese Teaching of "Tangju Live Up to its Mission" (Ⅱ)
When studying the text "Tang Drama Live Up to its Mission", we should focus on understanding the characters' personalities and pay attention to their comparative role. Therefore, the teaching angle of this scheme is put forward as follows: speaking and reading-mainly through speaking and understanding words to learn the text. The specific operation steps are reading through-speaking and reading-commenting.
Imagination can help students understand characters in reading and speaking, train students' ability of retelling, translation and reading aloud, and improve their oral language expression ability. Imagine that students can grasp the character in their own personal performances and learn the spirit of dare to struggle and be good at struggle in Tang dramas. Imagine that students can learn how to understand characters and grasp their images by analyzing specific sentences.
Teaching reflection
This is a traditional article. In the teaching of this course, I strive to create opportunities for dialogue between students and texts, students and students, and students and teachers, so that students can independently construct the characters in the works. Using group reading to drive students into the text not only cherishes students' unique feelings, experiences and understanding, but also helps students internalize knowledge in the process of active exploration. In class, I gave students enough free thinking space and encouraged them to express their opinions, thus forming a situation in which a hundred schools of thought contend. Students not only have a deep understanding of the King of Qin in Tang drama, but also actively explore the general law of literary works appreciation, which contributes to the generation and transformation of course content.
Students can have their own different understanding and feelings about the text, which is the idea advocated by the new Chinese curriculum standards. On the one hand, I respect students' personalized experience, on the other hand, I also give students timely and appropriate guidance, and at the same time let the inherent things in literary works, that is, the author's views and attitudes towards the characters in literary works, guide them. Let students find "another village with a bright future" when there is no road to doubt.
I think the teacher's job is not to' teach' students anything, but to try to teach students how to acquire knowledge and stimulate their desires in various ways. I often tell my students not to be satisfied with what they answer, but to find out why they answer like this. In this way, learning is the process of students' active participation. I will continue to practice and explore.
Reflections on the Chinese teaching of "Tang Drama Live Up to its Mission" (III): Thinking is the core of wisdom. In today's society, the quality of thinking is also an important factor. Therefore, as an excellent Chinese teacher, we should pay attention to the cultivation of students' thinking methods in the teaching process. Based on the characteristics of Chinese subject, the importance of divergent thinking naturally surfaced.
Divergent thinking is characterized by divergence. There is no intermediate judgment. The process of reasoning is to face the real things directly and grasp the inner essence of things. Then, centered on this, it spreads radially. It is often revealed by sudden understanding, not by ordinary logical steps, and its content is often creative. Therefore, on the one hand, it injects new blood into the traditional reading teaching, on the other hand, it also brings new requirements to our organizational teaching. Especially for new teachers who have just joined the work, they must have a clear understanding. There should be a clear "divergence center" and a clear divergence diameter. The so-called "center of the circle" is the essence of things and phenomena. If it is not fixed, students will get nothing by using divergent thinking in reading teaching. "Divergence radius" is a clear range given by the teacher before students think. In this way, teachers can organize teaching with ease.
On the surface, ancient poetry is a conjunction of words. Words are the raw materials of poetry and the material shell of its meaning. Poetry cannot fully express its rich meaning through the combination of superficial words. Readers can use their imagination to supplement the space for re-creation. Therefore, the appreciation of classical poetry is not a passive acceptance, but a creative artistic activity.
In the teaching process, we should inspire students' divergent thinking from the following angles:
First, grasp the words and phrases in textbooks and poems. Guide students to ask questions. Inspire students' divergent thinking, such as Textbooks for Nine-year Compulsory Education Junior High School and Three-year Compulsory Education Junior High School. There is a sentence in the poem "I heard that Wang Changling moved to Longbiao Kiln" in the third volume: "Huayang fell to the limit and wept, and Wendao Longdu crossed five streams". In the process of letting students try to write, I found that most students wrote "Tao" as "Tao". I asked this question during the feedback. Some students said: "It's a general term for' to'. Some students said, "The poem means' Road', so we should use this word. "I asked my classmates to consider the meaning of two words, read the whole poem again, contact the context, and divergent thinking. Finally, through discussion, I came to a correct conclusion: the word "Tao" in "The Book of Songs" is understood as "speaking". For another example, when I was teaching Tao Yuanming's Biography of Mr. Wu Liu, after I let the students read the full text for the first time, some students asked such a question: "I don't really want to understand' in the text. After class, I read the explanation in my notes." I just want to understand the general idea, not work hard on word-for-word explanation. "Isn't this a compliment? But the word we often use is obviously derogatory. I immediately gave a high degree of recognition to his question, and then asked the opinions of other students. After discussing for a while, a classmate said, "This is the same as the ancient and modern synonyms we have encountered before-the ancient and modern meanings are different. I am very satisfied with his answer and encourage the rest of the students to think more divergently.
Second, in the teaching process, introduce some controversial views on the theme of some works to students appropriately. After being familiar with the works, students are guided to think from different angles and levels. Qian Menglong often creates contradictions consciously in the teaching process. These "contradictions" are obstacles in the process of students' in-depth understanding. How students overcome it is a process of thinking method, which is usually more effective than asking questions directly from teachers. For example, when we understand Gong Yu and Zhizuo in One Mountain in Gong Yu, we can argue about which character students like. On the basis of understanding the content of the article, analyze its practical significance in connection with life, so that students can have a more comprehensive understanding through argumentation. It is right for teachers not to do stupid things blindly, but wisdom is false wisdom. You can put forward different opinions first: I think Yu Gong also has some shortcomings. For example, the way and so on. This leads to students' divergent thinking, in which the result is not important. It is important that these two roles are known in all aspects during their argument.
Third, choose the appropriate trigger point to stimulate students' divergent thinking. Most of the classical poems are short and pithy, with rich meanings, so we can understand the artistic conception in the writers' poems. One uses his own life experience to associate. In the process of supplement, in addition to students' subjective conditions, it is very important for teachers to choose a suitable trigger point, which can be keywords or pictures. For example, in "I heard that Wang Changling moved to the left and Long Biaoyao left this message", the "left" in the title can be used as a key word to guide students to distract their thinking and understand the author's mood when he was demoted. In this way, the scenery "Huayang" and "Zigui" chosen by the author can be understood. At the same time, "I am worried about the bright moon" is related to the author's relegation, and Li Bai's sadness as a friend can also make students understand it more deeply. In addition, philosophical poems such as "reading comprehension" should focus on a deeper understanding of meaning. "Seek the canal to be so clear, and there will be flowing water at the source" is ostensibly talking about the water in the canal, but it actually contains a profound truth in life-a person must constantly absorb new knowledge in order to be clear-headed. Liu Yuxi's famous sentence "Qian Fan on the side of a sunken ship, Wan Muchun in front of a sick tree" in "The First Meeting of Appreciating Lotte Yangzhou" has a deep meaning, that is, new things will definitely replace old things.
Ancient masterpieces have been baptized for thousands of years. So far, we should learn the essence of culture from them, give full play to our imagination and deepen our understanding of ancient poetry on the basis of the ancients. ...
In a word, the application of divergent thinking in the teaching of ancient poetry reading can really give students the initiative to learn ancient poetry and make them the masters of the classroom. Create a lively learning atmosphere and make the reading of ancient poems break away from the original teaching mode and become more flexible and diverse. But in the teaching process, we should pay attention to such a problem: divergent thinking, as a way of thinking, is not carried out in isolation. Only by organically combining it with other ways of thinking in the teaching of ancient poetry reading can we better serve our teaching.
Reflections on Chinese Teaching of Tang Drama Live Up to its Mission (IV) I. Satisfaction;
1, classes are more natural, although there are presets, but more are generated. Students think a lot of questions in preview and present them in class, which is naturally vivid and colorful.
2. Ancient Chinese teaching is often boring and rigid, because it focuses on the implementation of words, phrases and sentences. But this course focuses on students' learning, which not only allows students to ask difficult words, but also allows students to ask questions such as writing chapters and portraying characters, which means a lot of exploration. If a classmate asks, "Since Tang Ju wants to assassinate the king of Qin, why not just say that he buried two people and shed five steps of blood, but obliquely say three assassins?" The research point of this paper meets the teaching expectation.
3. Use multimedia teaching methods. At present, the academic circles despise the use of multimedia in Chinese classroom, as if they were using multimedia and grandstanding. In fact, the criticism lies not in multimedia itself, but in whether it is used properly. Too much is not enough, but it is also wrong to win the boat. In the teaching process of this class, I consciously put the prepared PPT in the snow and show it only when I use it. When students questioned "Qin destroyed Korea and Wei", I showed the Warring States Situation Map, which supplemented the confrontation between Anling State, a vassal state of Wei, and the powerful Qin State, and properly solved the students' doubts, which attracted a little attention and had a good effect.
Second, regret:
1. Students of different levels are embarrassed to ask difficult questions about words and phrases because there are many teachers in the class, and some of them lose the right to speak and study passively.
2. The reading of different roles is not enough, and students can't read the language characteristics of Qin Wang.
3. The handling of the teacher's reading aloud is also debatable. When watching Tang Ju's dialogue, it is too tough, showing the tit-for-tat side of Tang Ju and Qin Wang, but failing to show Tang Ju's polite and cautious side. Some teachers raised this question in after-class evaluation, and I feel the same way. That means I didn't prepare my lessons carefully enough.