While listening to Mr. Cheng Xiang’s teaching of “Journey into the Wine”, I changed roles from time to time: If I were Mr. Cheng Xiang’s student, how would I feel about learning? If I were to teach "Come into the Wine", how would I design this part? It was in this experience and transformation that I realized Teacher Cheng Xiang’s seemingly plain but profound teaching design ability and his seemingly casual but steady classroom control.
1. Always focus on students?
In teaching, teacher Cheng Xiang always puts students first, such as reviewing old knowledge during introduction and arousing students' own feelings through asking questions. , leading to Li Bai's poetic style; in class, students continued to recite, step by step deepening their perception of this poem; when sorting out the poet's emotions, students were allowed to speak and argue, and in the confrontations, students' thinking went deeper and became more and more clear. . The teacher guides, prompts, and praises a lot to stimulate students' enthusiasm and participation.
2. Pay attention to the experience in reading aloud
Poetry teaching focuses on allowing students to experience and appreciate the emotions and images of poetry. This class is mainly conducted through recitation. Teacher Cheng Xiang attaches great importance to recitation. He guides the students in reciting from easy to deep. At the beginning, he reads the correct pronunciation of the characters, then reads out the feelings (drunkness), and finally Teacher Cheng Xiang He also demonstrated how to read some poems, which was particularly touching. I think Teacher Cheng Xiang did a particularly good job in this area. One is that the teacher’s own recitation skills are very profound and very contagious, but the teacher only shows a little bit, which can arouse the students’ desire to recite well. Finally, the teacher assigned recitation homework. I think this The classmates in the class will definitely be happy to try it - wouldn't it be a wonderful experience to be as intoxicated as the teacher?
3. Teaching design of a string of beads
This poem is relatively long. Teacher Cheng Xiang adopted a teaching design of a string of beads - using emotion as the main thread to connect the whole poem, like this The series connection makes the main line of the poem clear and the ups and downs are fully displayed. The context of the poem is reflected in the four key words, which is both accurate and distinct, leaving a deep impression on the students. In the process of sorting out this emotional clue, teacher Cheng Xiang also kept asking - does the joy come from the heart? Is this drunkenness the realm of life that Li Bai actively pursues? Questions like this bring students' thinking deeper into the text. During the discussion, students can better understand Li Bai's emotions when he wrote this poem and Li Bai's inner pursuit. Another advantage of this design is that it can outline the main points, avoid "fragmented questions", and make the questions in the classroom have a backbone, which is very clear and concentrated, and the students' gains are also concentrated.
4. Inadvertent classroom control
At the beginning, Teacher Cheng Xiang asked a lot of questions, especially during reading. I was a little suspicious of this rhythm. In private I thought it was a waste of time and could shorten the questions, but as the students recited step by step, Teacher Cheng Xiang brought out the theme of his class - understanding the poet's emotions. Reciting can especially let us understand the poet's emotions, so later I I feel that in terms of leading students to be emotionally engaged, students’ immersive recitation is really needed. Moreover, for the same recitation, Teacher Cheng Xiang’s requirements at the beginning and the end are completely different, and such a big gap makes us feel that it is logical. This is due to Teacher Cheng Xiang’s step-by-step recitation guidance, and he raised the requirements step by step, and finally arrived. The realm of "chanting", this kind of inadvertent guidance, requires me to understand and learn more. In fact, in the second half of the course, I was also brought into the class by Teacher Cheng Xiang. I really became an "engaged student", which shows the charm of Teacher Cheng Xiang's class.
Teacher Cheng is good at reciting, but he half-speaks and half-stops; Teacher Cheng is knowledgeable, but never overwhelms the guest. I think this is the realm of Teacher Cheng’s teaching.
The emphasis on and guidance in reading aloud and the selection and design of classroom content also reflect Teacher Cheng’s teaching wisdom. These are the directions for my learning. Thank you Teacher Cheng!