I. Poetry
The compilation of new textbooks attaches great importance to poetry, which not only increases in quantity, but also increases in variety. For the teaching of ancient poetry, we have always followed the traditional teaching routines, lacking new ideas. How to innovate? Teacher Li Wen Zu put forward "Four Knows". First, let children know the content of poetry; second, let children know the meaning of poetry; third, know what poetry is; fourth, know how to write poetry.
Teacher Li showed the teaching design with the example of "the feeling of going out of the hedge door at dawn in autumn night to meet the cold". The first step is to show three pictures, each with an ancient poem and a usual oral expression, so that students can distinguish which sentence is good and think, "Why do you choose this way?" The second link is to present the poem "Love at the Fence Gate on Autumn Night", and at the same time present a passage to express the poetry of this poem. Let students know the difference between them and think about "what should poetry be like". In the third part, students can understand the poem by comparing two pictures. Show the students two pictures and tell them which one is more in line with the artistic conception of the poem. The fourth part, according to the poem, let the students try to modify it and make it a modern poem. Think about it: what should poetry look like? Finally, provide scaffolding for students to create poems. The new idea of teaching design of this poem is based on the "four senses" put forward by Li. This teaching concept pays more attention to: not only reading and understanding this poem, but also knowing "what is a poem" and "how to write a poem". Relatively speaking, Mr. Li believes that the teaching of ancient poetry should pay attention to stylistic awareness.
Second, exercise.
Re-examine the level of teaching practice: practice method-practice strategy-practice thinking. Is there anything wrong with our exercise? First of all, we should think: "What should we do first to build a house?" This is the framework for building a house. We need bricks, steel bars, cement and so on. Will we decorate every brick and beautify every pillar? "Now the problem of our homework teaching is to let the children write well and beautifully from the beginning, which is obviously unrealistic. Therefore, the urgent problem to be solved in exercise teaching is to "help children build a' house' first, and then we will decorate and beautify it".
Practice class demonstration 1: "Focus on the scenery". The specific teaching design is as follows:
(1) Take part in a scene observation activity near the school and try to describe what you see. Write down what you see and think.
(2) Communicate with classmates to see if the same observation is a scene. What are the similarities and differences between the scenes in each student's eyes?
(3) "Changing scenery" is the most commonly used writing technique in travel notes, which refers to describing and explaining different things from an unfixed perspective according to the shift of place and a certain perspective. Let's take a look at how these two articles, Grassland and Ancient City of Lhasa, use this method:
1. What pictures did Inner Mongolia grassland leave in the author's mind in Grassland?
2. What pictures did the ancient city of Lhasa leave in the author's mind?
3. Sort out the pictures and narrative order of the two articles.
4. Read another article and sort out the picture and narrative order.
5. Look at your own exercises and sort out the pictures and narrative order.
6. After the comparison, what shall we do if we go to the scenic spots we have observed again? Write it down. Write it down.
(4) After revisiting the writing style of "changing scenery", ask students to recall their own experience of exploration, travel or leisure, select photos, recall "the process and order of experience" and then write it down.
(5) Read the article about scenery in the textbook and see what you can learn from it, perhaps words and sentences, or the way of layout and description. Compare your own exercises, learn from and modify your own articles.
(6) Discuss and communicate with students, learn from each other, and then revise.
Exercise class demonstration 2: "an adventure trip", the specific design is as follows:
(a) import, display "practice requirements"
(2) Read the beginning of Adventure, try to understand Adventure and complete five related questions. The first three questions focus on the content of the essay, the fourth question evaluates adventure, and the fifth question requires students to contact their own exercises, think about "what professional knowledge should be prepared for adventure" and consult relevant materials to solve it.
(3) Try to write on the topic of "My Adventure Journey". (Story formula: 1, goal -2, obstacle.
-3, effort -4, result -5, accident -6, turning point -7, end)
(4) the process of self-combing adventure for the first time, etc.
(5) Read the texts "The Soul of Plum Blossom", "Horse Racing in Tian Ji" and "Diving" and learn how to tell stories.
Through the above two detailed lesson examples, we think: What is the difference between this and the usual practice?
Teacher Li put forward new lesson preparation tips: 1, determine and decompose the basic requirements, and form a ladder order. 2. Analyze the difficulties of students' homework in detail. 3. Consider the integration of reading and writing, scaffolding, process and other support methods.
Who are we going to show our homework to? Why do you want to study? The goal of the exercise in the curriculum standard is to "express your knowledge, experience and ideas in a concrete and clear way." Be able to use common expressions to write, and cultivate the ability to use written language as needed. "Looking back at our Chinese teaching, maybe we pay too much attention to the expression of content, not expression; Reading is absorption and exercise is output. But the process of the two is reciprocal, but there is no medium of transformation in this reciprocal, so the two often do not cross each other. Teacher Li thinks that this transformation medium is probably a "scaffold". We can imagine that students need scaffolding when reading and need to know "how do I read, what do I read and what do I absorb"; When doing exercises, students also need scaffolding to know "what I write, how to write and what to output". The key is that there needs to be a transformation here: I need to know what to write, I must want to know what others have written in the same situation, and how to choose the material; If I want to know how to write, I must also want to know what expressions others use to write in the same situation; I want to know the same theme, why others write well, I write so-so, what words others use, why I don't use it, and how to use it.
What's wrong with exercise teaching? Is it not enough reading? Insufficient interest method? Not enough support? Is our teaching a combination of reading and writing? The new textbook provides many frameworks. Why can't we write our exercises well? The scaffolding is not continuous, we didn't consider the needs of students, and we didn't follow certain steps. All these require us to think carefully. Teacher Li made a bold attempt, that is, the new carrier displayed in the lesson plan-homework paper. Where is the new idea of preparing lessons under the environment of compiling teaching materials? Teacher Li summed up three points: the choice of teaching points, the design of scaffolds and the learning process of students.
Finally, I want to say that I was at a loss when listening to Teacher Li's lecture at first, and then I understood something after listening and pondering repeatedly. Chinese classroom teaching should attach importance to stylistic awareness. Whether reading or writing, we should pay attention to the gradient, so that students can know what the gradient is and why it is. In the process of "knowing what it is" and "knowing why", teachers should try their best to provide students with suitable scaffolding.