The "New Curriculum Standards" propose: "Read excellent poems aloud, and pay attention to the content and emotion of the works through the tone and rhythm of the poems." This unit has selected nine ancient poems. Organized into five lessons. These works all describe the beauty of natural landscapes and incorporate the author's delicate emotions. They are a blend of man and nature and a dialogue between man and nature. When studying this unit, attention should be paid to cultivating students' ability to read ancient poems and essays, as well as their love for nature and their ability to understand and appreciate landscapes.
"Three Gorges" is a famous article in "Shui Jing Zhu" by Li Daoyuan, a geographer of the Northern Wei Dynasty. The article uses concise and vivid pen and ink to describe the majestic, steep, quiet and beautiful scenery of the Three Gorges, and at the same time expresses the author's appreciation for the great rivers and mountains of the motherland.
"Reply to Zhongshu" is a reply letter from Tao Hongjing, a thinker in the Liang Dynasty in the Southern Dynasty. The article depicts the beautiful scenery of mountains and rivers in a clear and handsome style, and emphasizes the beauty of mountains and rivers by referring to the past to prove the present. It expresses the author's joy of being intoxicated with the mountains and rivers and otherworldly things, and the sense of pride that his friends from ancient and modern times appreciate the beautiful scenery.
"A Night Tour at Chengtian Temple" is a famous work by Su Shi, a great writer in the Northern Song Dynasty. The full text creates a quiet and tranquil artistic realm through the description of the moonlight in the courtyard, conveying the author's complex and subtle state of mind.
"Guan Tide" is the masterpiece of Southern Song Dynasty poet Zhou Zhou in his later years. The article uses a combination of frontal description and side contrast to describe the scene of the Qiantang River tide and the grand occasion of watching the tide during the Southern Song Dynasty, revealing the thoughts of the motherland and the resentment of the subjugation of the country as a survivor of the Southern Song Dynasty.
"Looking at the Snow in the Pavilion in the Heart of the Lake" is a work by Zhang Dai, a famous writer in the late Ming Dynasty. The article uses fresh and elegant pen and ink to describe the elegance of the Lakers in the middle reaches of the West Lake after the snow, and embodies the author's infinite feelings about the motherland.
"Returning to the Garden and Living in the Fields" is a poem by Tao Yuanming, a great poet of the Jin Dynasty. The poem describes the author's joy of working in the countryside after abandoning his official position to become a farmer, and expresses the author's desire not to be complicit in the dirty reality.
"The Envoy to the Fortress" is a poem by Wang Wei, a poet of the Tang Dynasty. The poem narrates the author's arduous journey to the fortress, depicts the strange and magnificent scenery outside the fortress, and expresses the author's depressed and lonely thoughts and feelings.
"Farewell at the Jingmen Gate" is a work written by the great poet Li Bai of the Tang Dynasty in his youth. By describing the scenery he saw along the way from Shu to Jingmen, the poem expresses the poet's praise for the great rivers and mountains and his infinite love for his hometown.
"Visiting Shanxi Village" is a poem by Lu You, a great poet of the Southern Song Dynasty. The poem expresses emotions through travel notes, describing the peaceful and joyful atmosphere in the countryside in the harvest year, reflecting the kindness of the farmers and expressing the author's nostalgia for the simple customs of the farmers.
"Applause" is about a disabled little girl Yingzi who originally had low self-esteem, but became a lively and cheerful child amidst the encouragement and caring applause of her classmates. The language of the article is simple, but behind the plain narrative is full of emotion. According to the age characteristics and cognitive level of third-year students, the teaching focus of this lesson is to guide students to grasp the text content as a whole and feel the changes in Yingzi's emotions before and after applause. The difficulty is to understand Yingzi's psychological changes and understand the connotation of applause through the description of language and movements.
The teaching time of this article is two lessons. The first lesson is mainly for students to learn new words, gain an overall understanding of the first reading, and grasp the key words and sentences to read the first, second, and fourth natural paragraphs of the text. In the second lesson, read the natural paragraphs 3 and 5, return to the overall text and read the full text aloud to further understand the connotation of applause and expand it.
"Emotions are moved in words and expressed in words", beautiful works are the externalization of the author's sincere emotions; "What touches people's hearts is nothing more than emotion", only true emotions are the easiest to move students who are young and simple. In the process of dialogue between the mind and the text, the thing that best resonates with the author is the sincere emotion. In class, I strive to create a classroom full of vitality and awaken students' spiritual enlightenment.
1. Reading instead of speaking, role experience
"Chinese Curriculum Standards" points out: Reading teaching is a dialogue process between students, teachers, and texts, and reading is the individualization of students Behavior, teachers’ analysis and research should not replace students’ reading practice. We strive to focus on reading in the teaching of this course. Through reading, talking, discussion and other links, we guide students to use free reading, silent reading, named reading, role reading, quotation reading, etc., to pick up words and sentences, read repeatedly, and guide Students read with emotion, promote students' thinking and emotional experience, and allow students to quietly enter the text and experience the inner world of the characters.
2. The Tao is contained in the text and the text is revealed in the Tao
In the teaching of this course, we pay attention to the understanding of the inner world of the characters and the appreciation of the value orientation of the text, and these are based on repeated reading of the article. Reading is based on an in-depth understanding of language and characters. When teaching, guide students to integrate their own emotions on the basis of a deep understanding of the emotions expressed by the author, or read aloud with a mellow expression, or read aloud thoughtfully, embodying emotions in the voice, conveying the emotion in the voice, which should be passionate Give it passion where it should be, euphemism where it should be tactful, sadness where it should be sad, and joy where it should be joyful. Only in this way can we "make all the words come out of my mouth and all the thoughts as if they come from my heart", and can we truly and vividly convey the emotions we experience.
For example, through the reading of words and sentences describing Yingzi's expression and actions before applause; through sentence comparison, reading aloud, imagination, etc., students' emotions can be integrated with the emotions of the characters in the text, and they can be truly inspired and infected. This allows students to fully read and think deeply, and encourages students to organically combine understanding of language and characters with perceiving the emotions expressed in the article and experiencing the inner world of the characters, so as to embody the Tao in the text and reveal the text in the Tao.
3. Infiltrate learning methods and cultivate habits
In teaching, strive to infiltrate learning methods in the teaching process. For example, in the stage of first reading the text, give enough time, and in the stage of intensive reading, use the method of asking students to study with questions, such as what impression Yingzi left on you; through silent reading and thinking, grasp the key sentences in the text and understand the inner world of the characters. , let students learn to think about problems while reading and develop good reading habits. In the teaching, we also grasp the words "silently, early, early, last, always, and always" to guide students to carry out a series of language practice activities, and further sublimate emotions through personalized reading.
4. Pay attention to life, put students first
Pay attention to life, activate the classroom, put students first, and promote development, which has become the common sense of teachers. In teaching, I always put students first and never leave any student behind. For example, in the reading feedback, there was a student who pronounced the word "luo" in "falling disabled" as "la". The teacher did not give up on him, but gave him a chance to correct it. When other students read it correctly, I asked him again Stand up and read until he gets it right.
Of course, there are also many shortcomings in the classroom: for example, the development of study habits of some students needs to be improved. Individual students in class cannot yet enter the role well.
Students have previously learned the basic properties of fractions and the reduction of fractions, which will be helpful to learn the content of this lesson well. Eighth-grade students have certain logical reasoning abilities and the ability to operate algebraic expressions, but the difference between numbers and expressions also restricts students' learning. In particular, multiplication and division operations where the numerator and denominator are polynomials are a difficulty for students to learn. In the teaching of multiplication and division of fractions, I used an analogy method to let students recall the calculation methods of multiplication and division of fractions that they have learned before, and reminded students that the rules of multiplication and division of fractions are similar to the rules of multiplication and division of fractions. , asking them to describe in words the rules for multiplication and division of fractions. The students responded well and could basically explain the rules of multiplication and division of fractions completely. Discover, understand, and apply rules through a series of thought activities such as observation, analogy, conjecture, and experimentation. At the same time, we should also pay attention to students' understanding of arithmetic to cultivate students' algebraic expression ability, operation ability, and rational thinking ability. . This class is a new class that focuses on student inquiry.
1. The textbook deals with multiplication and division of fractions by analogy with multiplication and division of fractions. This arrangement is in line with students’ cognitive rules.
2. Teaching and Learning For this class, I broke the traditional teaching model of teachers teaching and students practicing, and replaced it with a teaching method of students self-study and cooperative inquiry. The self-study test clarified the rules and achieved the expected goals. The layered training completely exceeded my expectations and the effect was very good. During the inquiry process, students found the common mistakes quite accurately. The entire teaching process trains the multiplication and division of fractions from multiple angles, avoiding the embarrassment of the teacher's teaching that some students do not understand. It not only mobilizes students' enthusiasm for inquiry, but also helps students understand and absorb knowledge.
3. Shortcomings
1. Not enough attention is paid to students with poor foundation. They will encounter many difficulties in the process of cooperative inquiry. However, due to the need to face problems in class, That's right for most students. In addition, time in class is also a reason. If the class is taught in a relatively small class, this problem will be solved.
2. The method of handling errors needs to be improved, and students should be encouraged to discover and correct errors in future teaching. Soldiers have no constant momentum, and water has no constant shape. Group cooperative learning must fully mobilize students' enthusiasm, reflect their dominant position, and allow them to achieve a win-win situation through cooperation.