The teaching case of the ancient poem "Fifteenth Military Expedition"
Wang Jimei of Shibuzui School
<> pointed out: Reading should be a personalized behavior of students, not Teachers' analysis should replace students' reading practice, and students should be allowed to deepen their understanding and experience, gain insights and think, and enjoy aesthetic pleasure through active thinking and emotional activities. So in this class, I let the students learn from themselves and adopt independence. cooperate. The inquiry-based learning method allows students to exchange reading experiences and solve problems on the basis of independent learning.
Read the topic, ask questions, and clarify learning goals.
At the beginning, I asked the students to read the topic and asked a lot of questions. I also provided the students with a self-study outline. The students studied the text with questions, had clear goals in learning, and were interested in the questions they asked.
Independent learning, cooperative inquiry, and competition between groups
In group cooperation and inquiry learning, students can all speak freely, understand and think deeply, and use their own favorite methods Read the text aloud repeatedly, question each other in the group, imagine the scene you saw, and use your own words to weave the ancient poem into a complete story.
Perform a textbook play based on the text content to further understand the theme of the ancient poem.
Finally, I asked students to perform in groups. Students in each group used their creative talents, bold imagination, and careful processing to vividly perform the unfortunate experience of a fifteen-year-old boy after sixty-five years of military service, and to make the characters' characteristics vivid.
Reflection on teaching
Wang Jimei of Shibuzui School
This teaching case changes the traditional teaching method of leading students by the nose, letting students go Learn through independent and cooperative inquiry, giving students enough time to discover problems and ask questions. The cooperative inquiry of the group brings into full play the strength of the collective, maximizes the sharing of resources, and allows each member to have the opportunity to exercise; it allows each student to develop to varying degrees as much as possible, and cultivates students' awareness of autonomy and the spirit of cooperation. When I see students reading in their own way. Question and ask questions. During the performance, I saw the students' full concentration and couldn't help but admire their enthusiasm for learning.
Although the classroom atmosphere is extremely active, I also found that students' language expression skills are lacking. Many students have a lot to say in their hearts, but their expressions are also fragmented. The teacher has to repackage their language. Therefore, when teachers ignite students' flying passion, they must also give students a pair of powerful wings.
Creating time and space for exploration, providing a stage for communication, and timely guidance are the real help students need for their development.