A situation, a question, a piece of information, and a mistake generated by classroom teaching are all valuable teaching resources. The following are narrative cases of junior middle school Chinese education that I compiled. Welcome to refer to them. Please click to view more details. Junior high school Chinese education narrative case 1
By studying the content of "Teaching Good Classes-Teaching Strategies", I reflected on my classroom teaching: How can I make students active and autonomous in class? Learn and truly achieve results. This requires teachers to have teaching strategies.
For example, in my daily teaching, I found that when I asked questions in class, in most cases, a small number of students bowed their heads and remained silent. I was very puzzled. Sometimes, in order to take care of all students, To understand the students' learning situation, I can sometimes call them by name. Whenever this happens, I feel that they are very scared and answer the questions in a very low voice. After class, I asked these students why, and they said: "I don't know if I can answer the answer expected by the teacher." Therefore, they did not dare to answer, because this fear led to blushing, incoherent speech, and even stuttering.
Later, I discovered that in order to no longer experience the unbearable embarrassment and shame, these students tried every means to obtain various teaching reference books and memorized the above questions and answers by heart. It can be seen that many mistakes in education are mostly caused by improper handling of "mistakes", and many mistakes in teaching management are also mostly caused by improper handling of "mistakes". If handled improperly, both teachers and students will be injured. Only by firmly establishing the concept of "mistakes are resources", adhering to the love for students and education, relying on rich knowledge reserves and professional basic skills, maintaining a calm mind, and cultivating the teaching wisdom of calm and adaptable, can we truly realize the three-dimensional teaching of education. The goal is the harmonious development of "knowledge and abilities", "processes and methods" and "emotions, attitudes and values". Maybe you can turn "decay" into magic!
Mr. Lu Xun's "Kite" is a text in the fifth unit of the first volume of seventh grade. When teaching this text, students should learn independently. On the basis of this, I raised this question and asked the students to think: "'I' tore up my brother's kite. Is this the right thing to do?" A student immediately raised his hand and said impatiently: "Yes, this reflects I care about my brother." I then asked: "Why did it mean 'love' when I tore up his kite?" The student answered innocently: "Because my brother is playful and playing with kites is not good." I then asked: "What's wrong with playing a kite?" The student replied with a smile: "If you delay your studies, if your academic performance is not good, you will not have a good job in the future, so you will have to go out to work." I did not deny his answer, and I also said with a smile. "Oh. It seems that this does reflect the brother's love for his younger brother. Please sit down."
Obviously, this student's speech is completely contrary to the theme and thoughts and feelings of the article "Kite". . But I still talk to the students patiently and let the students express their thoughts. There is a question here. How should a teacher handle it when students have obvious inadequacies in their interpretation of the text? I think this handling is appropriate and reflects the tact of classroom teaching. Because the reading target is students who have just entered the first grade of junior high school, their thinking cannot reach the depth of the text, and their understanding of society and life is not as profound as Lu Xun's. There is no need to force him to reach such depth. As his life experience increases, he will definitely figure it out. On the other hand, when "I" tore up my little brother's kite, it was indeed based on "love", but my understanding of love and care was wrong and the method was inappropriate. Besides, the views of this classmate are indeed very popular in the current society. If you want to clarify this issue in class, it will probably be thankless. The teaching focus of this class will be shifted and the teaching tasks will be difficult. Finish. What's more important is that students' speeches should be carefully protected and cultivate a confident mentality for them that dares to speak, express opinions, and have confidence. In this way, students can actively participate in learning and improve the efficiency of classroom teaching.
A situation, a question, a piece of information, and a mistake generated by classroom teaching are all valuable teaching resources. For these teaching resources, we must quickly make relevant searches, carry out effective classification, and determine the most appropriate disposal strategy, which is not only based on the teacher's love, but also depends on his teaching wisdom. Junior high school Chinese education narrative case 2
When discussing the teaching design of "Two Poems", our lesson preparation team unanimously agreed that these two poems have great educational significance for students, but now Many students cannot really understand it because they have no or no such experience at all. But just like the "Analects of Confucius" we ask students to recite, although they don't understand it now, as their life experience increases, it will be of great help to them in their future lives. Therefore, I think the key to teaching these two poems is to guide students to familiarize themselves with the content of the poems and extend them to a certain extent. Only then can the spirit of the poems leave a deep impression on their hearts, and achieve the goal of teaching these two poems. The original intention of poetry. In short, it is to bring students closer to poetry so that they can feel close to poetry and try to connect it with their own lives.
I feel that the "If Life Deceived You" teaching plan designed by teacher Yu Yingchao captures the key to teaching this lesson and can become the main plan for my teaching. I basically follow this plan. Design the teaching of this lesson. In the process of actual teaching, I added some interpretations of the content of the poems based on the actual situation of the students. I focused on the sentence "And what has passed, / will become a kind nostalgia." I asked students to list the three different times mentioned in the poem and the life states they represented. "Now" - melancholy and disappointing; "future" - full of hope. And when we move towards the future with full hope and finally achieve success, "now" becomes "past", and that experience full of melancholy and disappointment becomes the most precious experience in our lives. To help students understand, I first showed another translation of the poem: "Don't be sad, don't cry/In that melancholy time/There is still a watch/Because we believe/Happiness will eventually come/Today/is just a temporary haze/ "Everything/will disappear in an instant/and what has passed/will become familiar." Let students compare the similarities in the descriptions of "present" and "future" in the two translated poems, and how the poet describes the life in Temporary haze. When guiding students to understand the sentence "Friendly nostalgia", I asked students to read the last paragraph of "The Ugly Duckling" again and asked them to think about how the ugly duckling would view his experience when he was still an ugly duckling. At this moment, if we connect the word "kindness" in another translation, the students' understanding of this sentence will be clear. At this time, I enlightened the students, whether there will be things that go wrong in our lives, and there will be troubles. Maybe we will not experience such huge hardships like the ugly duckling, but troubles are inevitable, and this poem is Let us read it in trouble. The poet advised us to set our sights on the future, but reaching the future is still inseparable from present efforts. Therefore, I presented the poem "If You Cheated Life" to let the students understand how to correct if you have made a mistake now.
After quoting Gong Xi's poem "If You Cheated Life", I added "Tomorrow's Song": "Tomorrow comes tomorrow, how many tomorrows are there? I live to wait for tomorrow, everything will be wasted." The world is tired of tomorrow, spring is gone and autumn is coming. Watch the water flow eastward in the morning, and watch the sun set in the west in the evening. How long will it take for a hundred years to come? Please listen to my song of tomorrow: "Today is the same as today. What a difference it is to today." Young! If you don’t do it today, when will this happen? It’s a pity if you don’t do it today for hundreds of years. If you wait for the Ming Dynasty, there will be things in the Ming Dynasty. Please try your best to write a song for today. "The beginning." Let students find the similarities with Gong's poems, and then add that Pushkin's purpose in writing poems is not to make people not pay attention to today's efforts, but not to be burdened by today's melancholy, to take a long-term view, but to want to get something. A truly bright future is still inseparable from our down-to-earth efforts today. Through supplementary poems, I try my best to give students a more comprehensive understanding of the content of the poems. I feel that if there is more time, it may be better to let students talk about their own understanding based on their own life practice.
When teaching "The Road Not Taken", I still guide students to read as the main teaching method, interspersed with my interpretation of the poem. When interpreting the first section, I specifically pointed out the environment of "yellow woods". The students noticed that this was an autumn scene. I quoted the sentence from "Cicada": "In the setting sun, I think of the color of the autumn wind" to emphasize this This environment indicates that time is fleeting and life can no longer afford to wait, so a choice must be made. When interpreting the second verse, I showed Fei Bai's translated poem: "I took the second path, it's not bad, / and maybe more worthwhile, / because it has a lot of grass and lack of people stepping on it; / but this is not the case It’s difficult to compare, / the two paths are almost the same.” And combined with the original text, he pointed out the deletion of the original poem in the text. I asked students to compare the differences between the two. Students found that the text emphasized the poet's adventurous spirit, while the original poem emphasized the difficulty of choice. I asked, why is the choice so difficult? The students naturally discovered from the third and fourth stanzas that once they make a choice, they cannot go back and everything will change. From this, I transitioned to the interpretation of the third and fourth stanzas.
When interpreting the third verse of the poem, I once again showed Fei Bai’s translated poem: “Although I understand: the roads are connected”, compared with the translated poem in the text: “But I know that the path stretches endlessly. The end”. I also asked the students what the difference was in the emphasis of the two. The students also noticed that Fei Bai's translated poem emphasized that there will be more choices in life. I quoted here the story of Yang Zhu’s “lost sheep on the wrong road” in Liezi, pointing out that thousands of years ago, Chinese philosophers had realized that the road to life is full of different choices, and each choice will affect us. The direction of life. Yang Zhu advocates not making choices, but how can the value of our lives be reflected in this way? Therefore, I conclude here that choice is inevitable, and no one can understand the consequences of choices, but we must make choices. , otherwise we can only waste our lives in a hurry. When interpreting the fourth stanza of the poem, I also emphasized the important role of choice in life. I showed the students the last sentence of the original poem: "and that has made all the difference."
Comparing the text, we can find that what the poet said can be literally translated as "everything is different", which can be understood as one's own life or everything related to oneself. This illustrates the importance of choice in our lives. significance. However, as long as we dare to make choices, our lives will not lack brilliance. We cannot know where the end of life will be, but we can make this process as regret-free as possible.
For philosophical poetry, there are different ways to understand it, as long as the main idea does not deviate. Therefore, the purpose of providing different translations and quoting the original text is to enable students to think about it from as many different angles as possible and to relate it to their own experiences as much as possible, so that they can become more familiar with the content of the poems and stay with them. Make a deeper impression. Junior high school Chinese education narrative case 3
"Daddy's flowers have fallen" is excerpted from the last part of Lin Hailin's "Old Things in the South of the City". The original title is "Dad's flowers have fallen, and I am no longer a child." ". It can be seen from the title that the protagonist has experienced so many things in life. When his father passed away, he finally realized that he had grown up. The article is narrated along with the protagonist's ups and downs of thoughts, sometimes remembering the current events, sometimes recalling the past. The content is rich but not procrastinating, and the events are intertwined but not messy. The article focuses on his father's deep love for him and his hope that he will grow up and become sensible. The writing is deep and touching, making readers seem to be able to vaguely see a pair of tearful eyes shining behind the curtain of text.
"Childhood is full of sorrow, innocence contains melancholy." Therefore, when teaching this text, teachers often focus on the understanding of the characters and emotions in the article. In fact, this article is also extremely subtle from a structural perspective. It is precisely because of its wonderful structure that it supports the content of the article well and expresses the emotions of the article vividly. If you read it carefully, you can find at least the following wonderful points:
1. Unique and vivid narration.
Sometimes the article writes about the current events, and sometimes intersperses with past events, but each time the past events are recalled, it is triggered by the current events, which makes it look ups and downs. The article begins with the pink oleander on the skirt of her clothes, which evokes the situation when she visited her father in the hospital the day before; by recalling what her father said during the visit, especially telling her not to be late, it evokes the story of her stay in bed six years ago. She could not afford to be punished by her father and she would never be late for school in the future; and she thought from the sound of the bell in the auditorium that her father would not come. Her thoughts were up and down, and she thought of her father's illness and his inability to plant flowers due to illness, so she recalled her father again. Before I could finish thinking about the situation of Ai Hua, Director Han had already spoken, and we also sang Li Ge. From this, we thought that many people wanted to grow up, and then recalled that her father wanted her to work hard and let her go to Zhengjin Bank in Dongjiao Minxiang. The experience of remitting money to Uncle Chen in Japan; finally coming back after writing the graduation ceremony, looking at the scattered flowers all over the courtyard, and hearing Lao Gao's words, she clearly realized that her father's flowers had fallen and she had grown up. It can be seen that this article is narrated along with the ups and downs of the protagonist's thoughts, with reality and memories, and reality is used to elicit memories.
2. Two lines run in parallel and complement each other
The first article uses flowers as a clue throughout the novel (it starts with flowers, ends with flowers, and is mentioned many times in the middle) Flowers - because my father likes flowers. Flowers remind the author of recalling his father. At the same time, flowers have also become a symbol. Flowers are used throughout the novel as potential clues, so that it can be used The events are intertwined but not messy.) The second is the graduation ceremony. "The two lines complement each other, which is conducive to the development of the plot and makes the two characters clear and complementary." (Zhang Baidong's words)
Three , the article is written implicitly, with foreshadowing everywhere.
The article does not directly state that my father is critically ill or dying, but there are hints in many places in the article. For example, at the beginning, "I" recalled that when I went to the hospital to visit my father, my father once said: "Without a father, you have to take care of yourself, and take care of your younger brothers and sisters. You have grown up, haven't you?" This is a foreshadowing. Another example is when the bell rang for the graduation ceremony, I suddenly thought of my mother and father and wondered, "Why are my mother's eyes red and swollen this morning?" This implies that my mother knew my father's condition very well and knew that he was going to die. After the graduation ceremony, "I was pushing myself, as if I was afraid I wouldn't be able to catch up with something" and hurried home. This was probably a premonition. ④ After she entered the house, she saw that "the oleander next to her had been hanging down for several lengths at some point. It was scattered and looked very unsightly." She even used the metaphor of flowers to push the pain of losing her father to the extreme. . The article starts from the "pink oleander" on "my lapel" to the death of the flower-loving father from illness. There are foreshadowings everywhere and everything is taken care of. The melancholy atmosphere and the pain of losing his father have always shrouded the whole article.
IV. Mutual reflection from multiple angles
This article adopts a mutual reflection structure in many places, which is reflected in the following aspects:
1. Two parting foils. One is "my" graduation ceremony and farewell to teachers and classmates, and the other is "my" dad leaving "me" forever. The former is separation in life, and we may see each other again in the future; while the latter is farewell in death, the eternal separation between yin and yang. The mutual contrast between this pair of "life, separation and death" makes readers feel deeply sad while reading.
2. The contrast between not wanting to grow up and having to grow up. At the graduation ceremony, I was so afraid of growing up! However, after hearing the bad news of my father's death, "I" silently said in my heart: "Yes, I am the oldest here, I am a little adult" and "I" Dad’s flowers have fallen, and I am no longer a child.” A little girl in her teens was full of innocent fantasies and it was the time when she should be having fun. However, her father's death and the cruel society forced her to use her young shoulders to shoulder the heavy burden of life, which made her He had to "grow up" immediately. Such a sharp contrast makes people read this article and not be sentimental. How can they not feel deep sympathy for Xiao Yingzi's growth?
3. " The contrast between the calmness of "Little Yingzi" and the ignorance of his younger siblings. When "I" silently recited the words that I have grown up, "my" "skinny chicken sister" was still snatching Yanyan's gadgets, and my younger brother was pouring sand into the glass bottle. In contrast to the two, this kind of "growing up" "Big" is so helpless and so sad.
It can be said that Lin Haiyin is a clever "architect". It was she who designed such an exquisite structure for the "house" in "Daddy's Flowers Have Fallen", coupled with the always-overflowing How can we, as readers, not be deeply shocked by the deep love and deep sentimentality in the article? Narrative Case 4 of Junior Middle School Chinese Education
With the rapid development of quality education, education With the continuous updating of concepts, teachers’ education and teaching methods are also undergoing comprehensive changes. Emotional education is accepted and used by more and more people. Among them, emotional education in Chinese teaching is particularly important, because the content and nature of Chinese teaching determine this. . In middle school Chinese teaching, efforts must be made to explore students' inner emotional factors and use emotional education as a support for Chinese teaching to stimulate students' self-awareness, thereby promoting students' all-round development. As middle school Chinese teachers, we must strive to establish a new view of knowledge and a new view of students, so that students can actively communicate emotionally, feel the truth of life, and connect Chinese courses with social life in the process of learning Chinese. , so that students can "climb mountains and be filled with emotions, and watch the sea and be filled with meaning." We must help students reflect, experience, and progress through our own emotional teaching, so that they can consciously experience life, thereby improving their practical abilities and promoting their personality development. In the design of Chinese teaching, I give full play to the emotional function of "love" and strive to embody the content and nature of "love" in Chinese. This not only establishes the correct direction for students' personality development, but also allows students to realize themselves and feel the joy of learning. Fun, improves students' enthusiasm for Chinese learning.
I have been a teacher for more than 20 years now. In the past, whenever I saw students exhibiting bad behavior, I often couldn’t help but immediately criticize the education in person. I also felt that this was because I was doing my job in a timely, serious and responsible manner. In fact, if you want to teach Chinese classes well, being strict may not necessarily achieve the desired results. Through teaching practice in recent years, I deeply understand that in Chinese classes, the power of "love" is even greater. Therefore, in Chinese teaching, we should try our best to have a good relationship with students and be their friends. Start with what students are interested in and impress them with your teacher's love.
The class I am leading now is a new class I led two years ago. At that time, I determined a new teaching idea, that is, we must think of more ways and use the greatest "love" to promote Pupils’ overall progress. I still remember the scene at that time: the children in this class all have unique personalities. They were promoted from different elementary schools to junior high schools and had a new teacher. They were a little restrained at first, but they were basically able to do what the teacher asked them to do. But as time went by, the bad habit of some students not liking to do homework became apparent. Every time homework was assigned, the homework was never handed in. Faced with this situation, I changed my original method. Instead of criticizing them directly, I wrote my comments on them on the homework they handed in (for example: your handwriting is so beautiful; your homework is really written. neat; your performance is really good. good; very good, etc.). After the homework was handed out the next day, I also gave targeted praises. The students who handed in the homework saw that I was very happy with the comments I gave them. The students who did not hand in the homework saw this situation and also dismissed the homework. After handing it in, of course I also showed off and wrote comments that they liked, which stimulated their interest in doing homework and made them realize that homework is no longer a burden to them, but an interesting thing. So one day when I assigned my homework late, they actually asked me, what is the teacher's homework? I want each of their classmates to feel that the teacher loves each of them, no one is favored, and no one is left out. .
There is a classmate in our class whose Chinese foundation is not very good. After every exam, his classmates laugh at him. Once after an exam, he came to me crying and said that some classmates in the class said he was a big fool and he didn't miss it anymore. I comforted him and said, "You don't have to cry. As long as you keep up the good work, I will help you. I believe you will not be the fool by then." This classmate really did not disappoint me. His scores in the final exam improved a lot, and his Chinese scores were among the upper average in the class. This classmate also gave me a bouquet of flowers on Teacher's Day, with the following words written on it: Thank you, teacher, for trusting me. It turns out that I am not stupider than others. I will definitely study harder in the future and bring honor to my teacher.
When we can truly love, care for, help students, and be their friends, teacher love becomes a huge educational force. It is precisely because of teacher love that teachers can win the trust of students, students are willing to receive education, and education can achieve good results. Love every student. Love those who are good at learning, love those who are average in learning, and love even more those who are poor in learning; love those who are lively, love those who are quiet and down-to-earth, and love those who are introverted and reserved. Only love can awaken students' thirst for knowledge and self-motivation. Only love can make students reach higher and go further. Let’s add more emotion to Chinese classes. Let’s protect students with love together. Junior high school Chinese education narrative case 5
The new curriculum Chinese teaching standards require teachers to play a leading role in teaching, while students are in the main position of teaching. Therefore, it is particularly important for teachers to appropriately use prompt teaching in the classroom to optimize the teaching effect.
Through more than two years of curriculum reform teaching practice, I have summarized three aspects of instructional teaching.
1. Appropriate guidance
In class, closely follow the teaching objectives to select valuable but easily overlooked words and phrases and key paragraphs and provide guidance. Because these words and sentences "not only have the function of revealing and concealing the theme, but also have the ability to focus and concentrate, and they can also play a role in restricting various parts of the whole text." Students understand these words and sentences, which plays an important role in understanding the article. For example, when teaching the novel "Kong Yiji", I will find out something from the text that can lead the students to the depths, and choose the sentence "Kong Yiji is the only person who stands drinking and wears a long gown" to teach, and set up a few words to guide the students. It is necessary to make students deeply realize that Kong Yiji is a pitiful, ridiculous, pedantic and shabby but upright and kind little intellectual from the old era.
In addition, I will choose a key paragraph in each lesson to teach, guide students to read repeatedly, and conduct comprehensive analysis in multiple ways. This has a lot of meaning. If you grasp the key paragraphs, you will grasp the theme, highlight the key points, and break through the difficulties. It will also bring about the effect of mobilizing the whole body and defeating more with less.
2. Appropriate guidance
Classroom guidance strives to bring out the flavor of Chinese language, that is, to really make students taste a little bit or to lead students to the track of aesthetic reading of Chinese language, so that students can Enjoy the beauty. When teaching "Spring" by Zhu Ziqing, the teacher elaborated on the sentence "The mountains have become moist, the water has risen, and the sun's face has become red." I chewed on the words and studied them in depth, and I came up with some flavors: Spring is here, the spring days are melting, the spring water is flowing, and the mountains have become bright and moist. Some teachers closely follow the sentence "The sun is blushing" to create doubts and analyze: Spring is here, how does the sun feel to people? What does the word "red" mean when it is changed into a verb? What is the implication of this sentence? Start with life experience. , activate students' aesthetic imagination, and more freely associate learning with the colors of spring, appreciate the beauty of red peach, apricots, and blooming flowers, and have the warm and joyful feeling of bright spring.
3. Timely guidance
The key to classroom guidance is that teachers can clearly detect the sparks of students’ thinking and add fire in time. On the one hand, timely guidance is to use artistic guidance to solve students' difficult problems in a timely manner when students encounter difficulties. On the other hand, when students encounter difficulties and are not sure of their grasp, teachers promptly provide guidance on ways to think and analyze, clear up barriers in knowledge understanding, simplify complexities, and make difficulties easy, so that students' discussion activities can continue. Timely guidance also includes teachers quickly catching when students' thinking goes astray and using it as new teaching content to guide students' thinking to the right track with tactful guidance.
In short, the experience of implementing nudge teaching tells me: nudge is a fire, which prompts students' thinking to release sparks. Teachers’ artistic guidance in Chinese classroom teaching can purposefully guide students to discover and create, thereby optimizing the teaching effect.