Reflections on the teaching of The Road Not Chosen, the second volume of seventh grade Chinese published by People's Education Press;
Due to the adoption of multimedia teaching, students' interest is relatively high and their participation is relatively wide. In teaching, the atmosphere is relatively democratic, and students can basically speak their own words. In teaching, the methods of changing reading and looking at pictures in class are adopted, which makes students feel that the learning method is novel and the knowledge is natural. In the discussion, the teacher's transfer link deals with nature, and the students have no sense of rudeness. On the topic discussion, it is of practical significance to explain it in simple terms and connect it with life. This is a treatment of human nature.
Insufficient:
1. Reading aloud lacks the necessary guidance, and it is superficial and cannot achieve in-depth results.
2. In the discussion session, the time is longer, which compresses other time.
3. For students with relatively weak Chinese level, there are not enough opportunities to show them.
4. Writing ended in such a hurry that its function was not well realized.
5. The classroom pursues perfection excessively, but ignores the actual effect of the classroom.
Reflections on the teaching of The Unselected Road, the second volume of the seventh grade Chinese language published by People's Education Press: I carefully analyzed the teaching materials and students' thinking characteristics, designed the teaching links, and arranged the teaching procedures as far as possible according to the guiding ideology of the new curriculum reform. The content of this article belongs to life philosophy poetry, which is difficult for junior one students to understand. The main purpose is to guide students to understand that they should be cautious in the face of life choices, not drift with the tide, but make their own choices.
Therefore, I learned the experience and lessons of previous teaching in my teaching. First, I changed my previous thinking in the introduction. I told my classmates a story of "walking" first. If you happen to meet a fork in the road, how should you go? You must choose one. What do you think when you choose one and encounter hardships while walking? The student replied: "I will think that I chose the wrong road, and I will especially miss another road that I have no choice." Then I said, "There are two roads, one is flat and the other is full of thorns. Which one would you choose? " The student replied: "full of thorns, because he is full of challenges and can hone himself." Then I gave them a positive answer and introduced today's text. "In fact, the choice of life path is not necessarily like this. Once you choose, there is no turning back, because time has passed. So be careful when choosing. The road of life is also uneven, and the wind and rain will come unexpectedly, so you must face it bravely. Moreover, only you are the master of your own life and you can't go with the flow. " Secondly, I didn't explain, but let them read repeatedly, feel the theme in reading, and let students experience the feelings contained in the poem in reading. Thirdly, I asked them to discuss how to choose their life path. Guide them to think more about life, how to choose their own life path, how to face the hardships of life, and then choose and grasp their own life path correctly. Finally, I combined the last poem "If Life Deceives You" to design a question, and grasped the themes of the two poems to write a philosophy of life: students can write it easily. "On the road of growth, the sunshine always fills your heart, but the wind and rain may come unexpectedly. If you feel that life has deceived you, how will you face it? The poet Pushkin gave us a reminder and a charge. Don't be sad, don't be impatient, everything is instantaneous, everything will pass, and I believe a bright future is beckoning to us. There is more than one way in life. In the long life, we sometimes have to meet the embarrassment and confusion of choice. We must make our own choices carefully, because fate is in our own hands and the road is at our feet. " The setting of these links really implements the three-dimensional goal.
The success of this class stems from the careful analysis of the textbook text and students, so I think: teaching without learning situation has no purpose, and teaching without text is blind and random.
Reflections on the teaching of the road not chosen in the second volume of seventh grade Chinese published by People's Education Press III. The Road Not Taken is a poem in the second volume of the seventh grade text. It is a lyric poem of the richest man with philosophy, which is plain on the surface, but in fact contains profound philosophy; On the surface, it seems to pour out personal experiences, but in fact it expresses people's common feelings.
The study of this poem is arranged for one class hour, and the whole poem has four sections. Section 1: He stands at the crossroads of his life. He wants to take both roads. He sees a road leading to the end. Section 2: He chose a road with few people, which is full of challenges. Section 3: He wants to leave a way and come back another day, but it's a long way. He knew he couldn't come back. Section 4: He recalled his past, and then remembered the forest, the road he had no choice. On the surface, this poem talks about the road of nature, but in fact, it uses the road of nature to express thoughts on the road of life. This is a symbolic technique, just as we learned in the last textbook, on the other side of the mountain and on the street trees. At this point, it is easier for students to understand what they have learned before, such as the symbolic meaning of "mountain" and "sea".
The author grasps the specific image of the fork in the forest, evokes people's rich and vivid associations with metaphor, and sets off the fork in life as a symbol with philosophical significance. The poet chose the common fork in the forest to explain the philosophy of life and how to choose the road of life. The first three paragraphs of this poem seem to only describe the difference between two roads in the forest, but they contain great metaphorical significance. In the fourth quarter, the poet made a change, from the road in the forest to describing the road of life, "and I chose the one with less people,/which decided my road of life." This sentence contains the poet's infinite feelings about life, which is deeply symbolic and philosophical. The poet reproduces the beautiful natural scenery with a subtle and fresh artistic style, and reflects the emotional waves in people's hearts through the description of natural scenery. The poem also pays attention to arousing people's association, and combines rationality and indifference in a short poem, which deepens the meaning of this poem and gives people rich enlightenment. Poets convey philosophy to our readers through their beautiful artistic conception creation and rich lyric expression.
However, students may not understand one thing, that is, although poetry is written about the road of choice, it emphasizes the road without choice. This can cause people to think about life choices, so students should fully understand this. In addition, this is also to deepen the theme of the article. Those roads that have not been taken are more missed and more missed. The poet does not write the road he has chosen, but emphatically laments the road he has not chosen, which can impress the readers' hearts and make people think more deeply about the choice of life.
From the study of this poem, the students realize that there are thousands of roads in life, but people can only choose one in their life, so they must be cautious; Don't go with the flow on the road of life, but make an independent choice through your own thinking.
There are four recursive questions in the second volume of the seventh grade Chinese language published by People's Education Press, which cause students to look at the screen and feel reading through the microphone.
Teacher: Students can talk about what you hope to get from learning this poem.
Yan Ren: I don't understand what this poem is about. I want to know the theme.
Huang Jie: Is the author's Two Roads well written, or is it well written by Zhou Xiaoyan and Dong Chao?
Yan Jianying: What exactly is this "road"? Where did we learn this writing in the first volume?
Yan Ren: Go one way, go one way. Why meet again another day? Still sighing?
Yuan Xiangfen: If life deceives you, your attitude is optimistic. What's the attitude of this poem?
Huang Xiaoyan: Is it so complicated to take one road?
The teacher waited for a minute, but no new questions appeared.
Teacher: Huang Xiaoyan is very frank. Why is this road so complicated?
Health: (messy) Maybe there are traps on the road, mines on the road, or the road is getting harder and harder. ...
Teacher: The students are very interesting. When I was a child, I heard that "Shushan has a road to improvement." The road here refers to the road to study. Does the road have to point to the road ahead?
Yan Jianying: Road can mean "the road of life"!
Health (miscellaneous): "On the road of life, Beibei starts."
Teacher: OK, all the advertising words have come in. Children are healthy from childhood, and only by taking the road of life can they have strength. If you were faced with a choice on the road of life, such as going to "key high school" or "ordinary high school", what would you do?
Lu: It's hard. I want to go to a key high school, but I can only go to an ordinary high school according to my grades!
Teacher: Are you as difficult as Lu?
Health (Miscellaneous): Yes, and it is difficult to choose a job in the future.
Teacher: So, do you understand why the author made such a masterpiece?
Health: I understand, because this is the "road of life".
Teacher: Who can tell Yan Ren what the theme of this poem is?
Tang Xiaofeng: The road to life is hard, so choose carefully.
Bin Xu: Once the path of life is decided, there is no regret medicine to buy.
Huang Jie: There is a road in life, and there is no turning back.
Teacher: So it seems impossible for the author to meet again another day?
Health (messy): Of course, so he will sigh.
Yuan Xiangfen: Unfortunately, the author can't go back, so the poet's attitude is sad.
Teacher: Then let's read the poem with a sad mind and taste the advice given by the author to the readers!
Read the poem together, and the teacher will make a short comment on the recitation.
Teacher: When the students read Weeds, I thought of the question Huang Jie said: "Who writes better?" . Can you extract the descriptions of roads and compare them?
(Students teach themselves for five minutes; After reading, you can express your opinion).
Zhou Xiaoyan: The author used the words "disappearing into the jungle" and "endless" to write the road. I think it is more interesting than me. He used the words "lush", "quiet", "charming" and "beautiful" to write the road desolate, which is better than me.
Xu Fang: You are too modest. I think Lu is still the image you wrote. Although the author highlights the "long road", it is not attractive. If the road is desolate, I don't want to go yet
(Everyone laughed and commented on each other briefly. The teacher encouraged everyone to contradict each other. )
Teacher: Xu Fang looked down on the road, but the author never forgot. What did he say?
Health (read together): Hey, let's leave a way to take a rain check! But I know it's a long way to go, and I'm afraid I can't go back. Teacher: I have taken a road of my own choice. Why should I miss another road?
Dong Lili: Maybe the path chosen by the author didn't go well, so he thought the main road was better.
Jia Fan: That's not necessarily true. Maybe the road is not as good as expected?
Zhuo Junyi: If you can't get something, you will always feel good, so it's normal to regret it.
He Jie: Eating what's in the bowl and thinking about what's in the pot.
Teacher: So how to reduce the regrets after choosing?
Health (disorder): Try to be cautious when choosing, and be firm once choosing.
Huang Jie: Since we should choose carefully, why did the author choose the hard way?
Dong Weiqiang: Because the path is mysterious and attractive, and the author likes a tortuous life.
Teacher: Well said, the road can refer to a flat life, and the path can refer to a tortuous life. What have we learned from this method before? What's it called?
Health: (Most of the answers) On the other side of the mountain, Chaitengluo Waterfall and street trees are called "symbolic" techniques.
Teacher: (The definition of symbol is displayed on the screen) "symbol"-a way to imply specific things with specific images. For example, "red flower" symbolizes "glory", "Yellow River" symbolizes "Chinese nation" and "pine and cypress" symbolizes strength and courage. The difference between "symbol" and "metaphor" is that "metaphor" focuses on similarity and "symbol" focuses on essential connection. For example, "safflower" can symbolize glory, but "safflower" can't be like "glory".
There are four pictures on the screen: plum blossom, sword, torch and the Great Wall. Please blurt out the symbolic meaning.
Teacher: Just now, the students listed many symbolic meanings, indicating that one thing can have many symbolic meanings, so we must not stick to this when writing.
Yao Jia (Q): What are the advantages of using symbols when writing poems?
Teacher: This question is not easy to answer. Reflections on the teaching of the road that students deserve to choose, the second volume of the seventh grade Chinese of People's Education Press, from!
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Join me and change all "roads" into "life choices" and "desolation" into "hardships and setbacks on the road of life". Can you read the poem again and talk about your feelings?
Students can change the text in their own way, but they are required to change it into symbolic meaning.
Teacher: How do you feel after reading it?
Health (chaos): too verbose, and like reasoning, do not like poetry.
Teacher: Can you use the literary terms we usually talk about?
Yuan Xiangfen: If you speak truth directly, it is not implicit, concise and elegant.
Teacher: What do you think of her statement?
Health: That's what we're talking about.
Teacher: That's what I want to answer you. Thank you, Teacher Yuan Xiangfen, for helping me answer my questions.
Health: How do we use symbols when writing?
Teacher: Learning to write, of course!
Health: Laugh.
Teacher: According to the author's topic, let the students write the feelings and results of taking the road and the path respectively, which can be a poem or a short article, and then decide whether to take the road or the path by comparison.
Students write for 5-8 minutes, and the teacher cycles, occasionally giving guidance at the request of students. )
Yao Jia: I take the path. I wrote it this way: it's harder and harder to walk. This road is full of traps and hills. I fell down again and again, but I will never regret my original choice.
Shen Li: I also take the path. There are thorns, snakes and disasters on the road. I'm exhausted, but I can't turn back. Man, you must be careful when you walk. Don't suffer like me.
Zou Limin: I choose the main road: the main road is flat and the spring breeze is warm, but I feel bored because there is no challenge.
Dong Chao: The road is endless and the future is bright. I'm glad that my choice will make life smooth.
Huang Jie: I object to Dong Chao's point of view: "Plum blossom fragrance comes from bitter cold, and sword edge comes from sharpening. If you want to make a difference in life, the rugged road will be spelled once. "
(bell rings)
Teacher: (Summary) No matter the path or the road, the teacher believes that the students will walk wonderfully. "It's hard to walk, it's hard to walk," but "all roads lead to Rome." As long as the students are full of courage to go on, the natural barrier will become a thoroughfare.
3. Teaching reflection
Due to the adoption of multimedia teaching, students' interest is relatively high and their participation is relatively wide. In teaching, the atmosphere is relatively democratic, and students can basically speak their own words. In teaching, the methods of changing reading and looking at pictures in class are adopted, which makes students feel that the learning method is novel and the knowledge is natural. In the discussion, the teacher's transfer link deals with nature, and the students have no sense of rudeness. On the topic discussion, it is of practical significance to explain it in simple terms and connect it with life. This is a treatment of human nature. The shortcomings of teaching include: lack of necessary guidance for reading aloud, superficial reading, and failure to achieve in-depth results; In the discussion session, the time is longer, which compresses other time; For students with relatively weak Chinese level, there are not enough opportunities to show them; The end of the writing link is too hasty, which makes its function not well realized; The classroom pursues perfection excessively, but ignores the actual effect of the classroom.
4. Expert comments
The first part, for the teaching of Yu Yingchao, teachers start with reading aloud to guide students to feel the artistic conception of poetry as a whole. This teaching strategy is correct and worth learning from by more people. Reading aloud is very important. How to guide reading aloud? To stimulate the interest in reading aloud, we must emphasize change. In the clip, the teacher highlighted the word "change" in the requirements of reading methods. First, adopt the method of reciting. The teacher deliberately proposed to be different from "reading", that is to say, to have a sense of rhythm and rhythm, we must put our emotions into it; Then try to read aloud in a narrative way and express your feelings in your talk. At this time, the understanding of the article is more calm and profound; Finally, I asked to read the poem to myself in the form of an inner monologue. From the change of reading requirements, we can see that teachers consciously guide students to read from others to themselves, and experience the feelings of poetry from readers, friends and themselves, and gradually go deep into their hearts from the outside to the inside, with the aim of touching the most sensitive points in students' hearts through reading and gaining the most authentic experience and sentiment.
Such careful thinking and design in reading aloud should be useful to us.
The second clip also has a lot to admire. For example, from introduction to intensive reading, it reflects the change of reading from shallow to deep; In the dialogue between teachers and students, teachers' humorous language can arouse the enthusiasm of students to participate in the discussion; Students are more active in class, and their subjectivity is well reflected.
These are what we are pursuing in the curriculum reform. But compared with the first episode, we can't help but reflect on a problem: reading is a dialogue that requires the participation of all teachers and students. If this kind of dialogue is to have quality, we should not only pursue excitement, but also pay attention to the development of students' thinking.