"The Charcoal Seller" is one of the poems in the "New Yuefu" group composed by Bai Juyi, a poet of the Tang Dynasty. This poem uses individual examples to express a common situation and describes the difficulties of an old man who burns charcoal to make a living. The following is the content of the post-class reflection on "The Charcoal Seller". Welcome to read! Post-class reflection on "The Charcoal Seller" 1
In the second class on the morning of April 26, I tried out the "Teaching and Evaluation Integrated Teaching Model" to teach the lesson "The Charcoal Seller". Before class, I combined the ideological connotation of the integration of teaching and evaluation that I had recently learned and understood, and used the four links of classical Chinese teaching in the concept of "Reading Classical Chinese Together, One Belt and One Road" proposed by Teacher Lu Zhen in the 1980s (aimed at Goal, raise the main question; question-driven, multi-dimensional interpretation; textual meaning guides, words follow the text; lays a solid foundation, knots in humanities) developed a teaching plan, and revised it many times under the guidance of Director Yang to move closer to the model. It wasn’t until the first night of the lecture that I had to write until one o’clock in the morning. I think the teaching plan ideas basically conform to this model.
During class, my thinking was always clear, but the process was difficult to progress smoothly. As a result, the most critical evaluation task was understated and hastily withdrawn. This became a big regret in my heart and I felt very sorry for listening to the class. The teacher has been feeling heavy for a long time and cannot let go. Investigating the reasons, I think there are the following points that need to be avoided in the future.
First, the estimate of one’s own students is too high, resulting in extremely inadequate preview sessions. Due to insufficient preparation, I struggled back and forth only on the overall perception aspect. I thought I could proceed smoothly, but in the end I ignored the difficulties and consumed more than 10 minutes. After problems occurred in this link, it in turn led to the deformation and flavor of "parallel reading of classical Chinese", because the words have been entangled to produce results, and at least part of the "words" no longer need to "move with the text", so this is The pattern is a little distorted or even deformed.
Second, the introduction of the main question was a step late. I originally wanted to solve the two problems of word obstacles and event summary before raising the main question, that is, let the students perceive the poem as a whole first. In fact, such an arrangement directly causes the entanglement between the pronunciation and meaning of words, which seems reasonable and reasonable. Don't you know that this has strayed into the same old model of classroom teaching? If the main question is thrown out one step ahead of time, and each step of teaching is advanced with the main question, it can fully embody the teaching ideas of "problem-driven, multi-dimensional interpretation" and "textual meaning guides, words follow the text". During the teaching and research session at No. 65 Middle School that afternoon, Xiao Cui and Xiao Hu also raised this question, which coincided with my thinking.
Thirdly, the analysis and induction of "writing techniques" driven by the main question seems not rigorous enough. Because writing techniques are divided into many categories, such as characterization methods, rhetorical techniques, expression techniques, structural composition, etc. When students analyze poems, they do not have a clear train of thought, they do not have a clear idea of ??what to say when they see something, and they do not have a sense of "generality". If the questions can be classified appropriately after in-depth self-study and discussion, expressing them by category can completely avoid confusion in students' answers. The problem is of course the "study guidance", which is simple in advance and partially lacking in guidance.
Fourth, after watching my own video, I found some problems. First, the transition between the front and back links is stiff and not natural enough. There should be appropriate restraint and guidance between each link, but because of the sluggish classroom teaching process, there is some psychological pressure, so the teaching style that should be natural becomes unnatural. The problem of transitional language is caused by the nervous mind. of. Second, students are too cautious and dare not answer questions boldly. This class originally had the most relaxed and lively atmosphere, but because there were other teachers listening to the class and someone videotaping it, the students became nervous and sat upright. This state of affairs made the teacher even less confident and created negative factors in his heart. Faced with this problem, teachers should show their wit in the classroom, such as telling a short story, telling a witty remark, making a joke, etc. This can relax the tense atmosphere and achieve better learning results in the classroom.
In short, if you want to be a true maker, you must have the courage to break the old self and reshape the new self. Although there may be labor pains, new life will bloom after the shell is broken! "The Charcoal Seller" After-Class Reflection 2
This is a narrative poem that exposes the misfortunes brought by the shortcomings of the palace market to the working people. It also expresses deep sympathy for the lower class working people and hopes to win the emperor's favor. of attention. In only twenty sentences and one hundred and thirty-five words, the author completely described the entire process of an old man selling charcoal, burning charcoal, transporting the charcoal, and selling the charcoal before he was robbed by the palace envoys. The layers are clear and the context is clear.
When I started to prepare for this class, I prepared the class in the same way as I usually teach Chinese classes, providing analysis guidance on key sentences and experiencing reading aloud. After a trial lecture, all the design of the classroom session was overturned. "This is a reading class, and each class should focus on different forms of reading." Under the guidance of my colleagues in the group, I gradually understood how the reading class should be taught.
This is how I designed and taught this lesson. First, I gave students extracurricular previews to understand the author and the background of the times.
Secondly, when preparing lessons, we should reflect the characteristics of our school's school-based curriculum and conduct a simple report and check on the large amount of relevant knowledge about Tang poetry, Song lyrics, ancient poems and authors that students have accumulated in the past six years, and then introduce it to the teaching of this lesson. , fully arousing students' great interest in learning ancient poetry and prose, through the teacher's reading aloud with music, students' individual reading, group reading, and in-depth reading by boys and girls in various forms. From the author to the poetry, and then to its artistic conception, we guide students to understand while reading. Students read out the rhythm and charm of ancient poems, and read out their own understanding and insights. Finally, it can be read and recited. The purpose of the reading class was truly achieved.