Laiyang Tuanwang Central Middle School Zhao Jingxiang
First of all, the textbook version
Shandong Education Publishing House, May 4th Language Volume II, Rootless Orchids, the first class.
Second, the establishment of the goal
1, teaching material analysis
Chinese carries the task of inheriting the motherland's culture and national spirit, with extremely rich cultural connotation and brilliant humanistic spirit. Therefore, Chinese curriculum standards require that while developing language ability, we should cultivate patriotic feelings and socialist moral quality, gradually form correct values and positive attitude towards life, and improve cultural taste and aesthetic taste. Therefore, when reading "Land Without Roots", I ask students not only to be fluent, but also to create a beautiful situation in their hearts and care about the fate and joys and sorrows of the characters in the works, so as to actively care about the country and society, yearn for and pursue beautiful ideals, and gain beneficial enlightenment to nature, society and life.
There are 30 texts in the second volume of senior one. The textbook pays attention to the integrity and gradual progress of training, and divides the text into five units, which are articles with the theme of "life", "growth", "motherland", "exploration" and "nature" respectively.
Rootless Orchid is the intensive reading text of Unit 3, with the theme of "Motherland". This unit has selected six literary works of different genres, showing the noble sentiments of people in different times and countries who love the motherland and strive for self-improvement from different angles. These works are rich in content and diverse in expression. Intensive reading of three texts: the last lesson is a short story, which reveals the tragic consequences of a major historical event through a corner of daily life, with strong artistic strength and profound ideological significance. Rootless Land is an essay by Chen, an American writer, which expresses the author's deep affection for the motherland. Mulan Poem is one of the most popular famous works in Yuefu folk songs.
According to the general teaching requirements of this unit, "On the basis of repeated reading, perceive the ideological content of the text as a whole, cultivate patriotism and deep feelings for the mountains, rivers, language and culture of the motherland", and the special requirements of reading this text aloud with feelings, understanding the feelings between the lines and tasting wonderful sentences, I have set the teaching objectives and difficulties of this paper.
2. Analysis of learning situation
Although junior one students have accumulated some basic knowledge of Chinese, they also have a certain ability of Chinese reading appreciation, but after all, they lack life and emotional experience, so I pay attention to actively mobilizing students' own emotional experience and creating situations to help students understand the text smoothly.
The "new curriculum standard" puts forward higher requirements for middle school students' listening, speaking, reading and writing abilities. To accomplish these tasks, we should not only study hard, but also use some suitable and good learning methods. For example, how to read the text accurately, how to take notes (how to grasp the time and improve the speed), how to recite the text (first grasp the keywords and words in each paragraph and then string them together), how to write a good composition and so on. All this is unfamiliar to the first-year students who have just transitioned from primary school, so I pay great attention to guidance and guidance in my daily teaching, and the teaching design of this class has noticed these problems.
3. Analysis of self-background experience
This is the second time to teach Chen's prose "Orchid Root". When I first taught, I felt that there were too many key sentences, too deep thoughts and feelings, too unique experiences and too complicated expressions. I feel that the students in the first semester are a little reluctant to understand this article. I don't trust the students, so I have to copy the ready-made interpretation content to the students according to the reference book. Looking at the vacant eyes of my classmates, I felt a dull pain in my heart: I failed this course.
Re-teaching Rootless Orchids is an activity that the Municipal Education and Sports Bureau sends famous teachers to teach in the countryside. What kind of lessons should I give my colleagues? Finally, the leader reminded us that what teachers need is not flashy performance classes, but practical and efficient home cooking classes that permeate the new curriculum concept. And I have repeatedly stressed that multimedia is not allowed, so I will have an authentic Chinese class!
I read the text aloud for about ten times, and read the research reference books repeatedly, so I have a deep grasp of the author's deep homesickness and patriotic feelings. This time, I chose to walk into the students and give them to the children. I asked the students to read the text three or four times in advance, and the next day I would talk about what impression they left after reading it. As a result, everyone said very well: "The article is about an China who is very homesick in the United States" and "The article praises the local customs of his hometown". What's the problem? Everyone expressed doubts-"What about the China people in the article?" "The ninth paragraph is beautiful, but I don't understand some words. What do you mean by' cool as water' and' quiet ancestral grave'? " "Isn't it glorious to study abroad? Why are you so sad!" ..... Oh, the difficulty in understanding this article is that the text itself is not easy to grasp, the author's experience and background are too far away from the students, and the students are not familiar with the way the author places his feelings on various images.
In this way, the directivity of my teaching design is very clear.
And in the process of preparing lessons, I found that there are contradictions in the teaching staff. After-class notes said that "the writing background was War of Resistance against Japanese Aggression in 1930s and 40s", but the faculty said that it was written by 1945 and 1955 for some time, and the time when the author went to the United States was unclear. How to introduce the writing background? I looked it up on the Internet. It turns out that Mr. Chen was born in 1925, and he grew up in troubled times. In the words of Mr. Chen, "He was completely trampled by the iron hoof, but the teacher worked hard for vocational education." This article is an epistolary essay, selected from A Short Travel in America. 1948 to Taiwan Province province, 1955 to the United States at the beginning. He wrote in a lonely environment, focusing on his homesickness. Taiwan Province province, mainland China and the United States come to my mind again and again. Although it is 1955, the motherland has not been unified, the pain of separation of flesh and blood still exists, and the humiliation of broken territory still exists. I suddenly got a new understanding of the author's concept of home country, and finally found a satisfactory answer to the introduction of the background.
Based on the above analysis, I set the teaching goal of this course as-
Knowledge goal: to perceive the content and understand the artistic conception of the article and the author's thoughts and feelings.
Ability goal: taste the language, understand the meaning of key sentences, and learn how to express homesickness with various images in the text.
The goal of moral education: to feel the author's homesickness and patriotism.
Teaching emphasis: understand the artistic conception of the work and grasp the author's thoughts and feelings as a whole.
Teaching difficulties: taste meaningful language, grasp the image of the work and go deep into the artistic conception of the work.
Third, the teaching process
The first change: creating artistic conception and introducing new courses.
First, a student recites prose poems with music. Then, the author and writing background are introduced.
Design intention psychology tells us that experience can make sensitivity more acute, and experience is an indispensable condition to produce perception. Junior one students have simple emotions and rich and sensitive hearts. However, due to the limitation of age and times, they did not get lost in their native land and wander around. Therefore, although they have a superficial and one-sided understanding of the pain of national subjugation through the last lesson of this unit, they still need to create situations to arouse students' inner feelings and enter situational learning.
At the beginning of class, students should be brought into the atmosphere of poetry, initially feel the delicacy of poetry, render the atmosphere, create the situation, and lay the foundation for further study and appreciation. The introduction of background enhances students' reading expectation and helps them understand the thoughts, feelings and language features of the article.
The second link: overall perception, grasp the main idea.
1. Teacher demonstrates reading: This article is difficult to understand. Students can feel the rich feelings in the text, but it is difficult to accurately grasp the meaning of the text. After the teacher's emotional reading demonstration, students can be quickly infected by emotions, arouse their desire to read, and lay a good foundation for further inquiry learning.
2. Clear the obstacles of reading aloud: emphasize the understanding of words, answer the words that students have questions, and understand those that are difficult to understand in real life.
3. Students' independent reading: mainly students' reading, questioning and communication, as well as teachers' appropriate guidance.
Design intent
First of all, the process of Chinese teaching is the process of students understanding the language world under the organization of teachers. In this process, after strict and efficient language skills training, students gain the ability to understand and use the language of the motherland, and are also influenced by emotion and personality. Teachers' model essay reading can stimulate students' interest in reading, guide students to better perceive the text, deeply understand the content of the text through teachers' model essay reading, and experience the feeling of jumping between lines in the text. Especially for students with poor reading ability, teachers' model essay reading can provide students with direct demonstration and guidance more effectively, thus reflecting their personalized interpretation and feelings of the text through appropriate forms.
Secondly, the new curriculum standard of junior middle school Chinese puts forward that the reading requirement of junior one students is to read the text correctly, fluently and emotionally in Mandarin. "I can read with the help of a dictionary, understand the proper meaning of words in the language environment, and distinguish the emotional color of words." "I can relate the context to my own accumulation, infer the meaning of related words and expressions in the text, and experience their expression effect." This link is the embodiment of the above requirements.
The third link: learning and appreciation.
1. Students read the text silently again to further feel the emotion in the article.
2. Students ask key and difficult sentences and explore them in groups. Questions that students may ask are-
1. "Tears, I don't know why." Why are you crying?
(2) As a teenager, the author drifted outside and never thought of home because of a foreign land. Why did his feelings suddenly change after he came to America? Why is there such a change?
③ "Anywhere can be home" and "Anywhere can't be home". Are these two statements contradictory? Why? How to understand the concept of home in the author's mind?
(4) Why doesn't the author like to see things different from his hometown and dare not see things the same as his hometown?
(5) Why do you mention China people in American novels?
6. What rhetorical devices are used in the ninth paragraph? What effect does it have on expressing the thoughts and feelings of the article? What do the flowers and trees in the mountains and rivers represent in this passage? What does the story poem stand for? How to understand this passage?
⑦ What views and feelings does "Body can be humiliated, home can be broken, and country can't die" show the author?
Design intent
The requirements of the new curriculum standard for reading junior high school literary works mainly include: having one's own experience in the content and expression of the text, being able to put forward one's own views and problems, and discussing difficult problems in a cooperative way. Can have their own emotional experience, a preliminary understanding of the connotation of the work. The classroom construction of "harmonious and efficient, thinking dialogue" requires that our classroom education should take respect for life as the premise-respect for individual life, respect for cognitive law and respect for learning law.
The fourth link: expansion and extension
1. Being in a foreign country, homesickness is an eternal topic. Can you name some famous poems expressing homesickness? (Encourage students to speak enthusiastically to see who usually accumulates more)
2. "You attended a summer camp in the summer vacation, but only three days after you left home, you became homesick, so you wrote a letter to your mother, which began like this-
Mom, I think I'm really homesick ... Can you keep writing? "
Design intent
The new curriculum standard requires that "teachers should help students truly understand and master basic knowledge and skills, and gain rich experience in the process of independent exploration and cooperation." By digging the depth and breadth of textbooks, this link broadens the channels of Chinese learning, effectively mobilizes students' experience accumulation, links textbook learning with life experience, provides students with innovative opportunities, stimulates students' desire to talk, effectively realizes the unity of instrumentality and humanity in Chinese subject, and moves towards harmony and efficiency.
Fourth, the bright spot
(A), wonderful, in the process of generation
When students explore and appreciate languages freely, there are many wonderful speeches, such as-
Health 1: our group discussed "why does the author not like to see things different from his hometown, but dare not see the same things as his hometown?" This question, I think, is "afraid to look" because I am afraid of touching the scene, and it is just Fu's feeling that "where tears are like flowers, where lonely birds cry".
Student 2: I feel like the merger of two middle schools last year. After our former classmate Zhongjing came to a strange Tuanwang, it was very uncomfortable. At the beginning of school, everyone hoped to teach with Zhongjing's teachers, but when they saw those teachers in their spare time, they felt a little sad, although they were kind. (Speaking of which, I see some students from Qianjing University begin to agree with this place. )
Student 3: Yes, I really wanted to see the familiar teacher at that time, but I was afraid to see it for fear that I could not help crying. Walking home at night, I feel really happy. Every morning when I go to school, I want to cry.
Many students were deeply moved and rushed to speak. When they talked about this, I asked, "So, do you still feel like leaving your hometown now?"
This time, everyone said in unison: "It's long gone!"
"Why can we adapt to pain quickly?"
At this time, it was the student 1 who spoke first: "Tuanwang is also our family!" As soon as he finished, everyone was happy. I asked at the right time: "Walking for a long time is like walking in the south house of my house (Zhongjing is in the south, Tuanwang is in the north, and the distance between the two places is only 10). The maladjustment is only temporary. What about the author? Is he like us? " Suddenly, it dawned on everyone, and finally deeply realized the wandering pain of the author's "root loss". The following understanding of several key sentences is overwhelming and reasonable.
(2), wonderful, by default
For the interpretation of the ninth paragraph, my pre-class presupposition is to guide students to understand and appreciate from the perspectives of rhetorical methods, thoughts and feelings, and various images, and then guide students to learn how to express their feelings by borrowing things.
Teacher: The author attaches the feelings of missing the motherland to specific things, which is a kind of "borrowing scenery to express emotion". Homesickness is heavy and abstract. How to express it?
Health: You can use something concrete!
Teacher: Now, you attended a summer camp, but you were homesick only three days after you left home, so you wrote a letter to your mother, which began like this-
"Mom, although I have only been away from home for three days, I really miss my home. I miss you, I miss my father, I miss …" Please write a few words to express your homesickness. "
Students meditate for a moment, colorful:
"Mom, I really miss home. I miss your delicious hand-grabbed cakes. A bite is shiny and fragrant. "
"Mom, I really miss home. I think our loyal and clever puppy is stupid. I always see the funny scene of it raising its front paws and bowing. "
"Mom, I really miss home. The bed here is not as comfortable as ours, the water here is not as sweet as ours, and the rice here is not as soft as ours. "
"Mom, I really miss home. I miss my kind grandmother, my kind teacher and my neighbor's britney spears. "
……
3, wonderful, in the choice.
When designing homework, I created five situations to stimulate students' interest in learning.
A, if you like to accumulate, try to recite the ninth paragraph.
B, if you are good at writing, try to find inspiration from your life, such as watching fish, clouds, flowers, trees, sunrises and sunsets ... first explain the reason and process of seeing this thing, and then tell your feelings to arouse discussion and write a paragraph.
C. If you like listening to songs, enjoy songs such as My China Heart and Four Rhymes of Homesickness after class.
D, if you like thinking, think about this article using "Xu" and "Ping" to compare your life. What do you think life can be compared to?
Life is like a dream, smoke, drama, chess, a flash in the pan.
E. If you like ancient poems, collect some poems that express homesickness and patriotism. (Thinking in the quiet night, a messenger meets in the capital on the sand of Tianjing ...)
When I showed my homework, I saw the expressions of surprise and longing on the students' faces. Everyone is busy choosing the projects they are interested in and prepared.
Verb (short for verb) introspection
First of all, according to the concept of the new curriculum standard: "The teaching process should highlight students' practical activities, guide students to actively acquire knowledge, train scientifically and improve their Chinese ability in an all-round way. "According to the characteristics of the text and the actual situation of students, starting from the knowledge base and development level that students have mastered, I teach by creating artistic conception, feeling the text and reappearing the situation, so that they can give full play to their dominant position, stimulate their interest in reading the text actively and cultivate their patriotic feelings. In particular, the initial model essay reading has activated students' thinking and effectively laid the foundation for the whole class.
Secondly, in the previous reading teaching, we all paid more attention to "what did the article write" and ignored "how did the article write". Ye Shengtao has long said that "teaching materials are nothing more than a case", and I have also accepted the new curriculum concept that "Chinese teaching should pay attention to the accumulation, perception and application of language, so as to lay a solid Chinese foundation for students. At the same time, we should pay attention to developing students' creative potential and promoting their sustainable development. " "Writing teaching should be close to students' reality, make students easy to write and be willing to express, guide students to pay attention to reality, love life and express their true feelings. Provide favorable conditions and broad space for students to write independently, and encourage free expression and creative expression. " In the future, I decided to adjust my thinking and adjust the focus of preparing lessons from "what points should be emphasized in this text" to "what students need to learn from this text". The teaching goal highlights the needs of students.