Teaching class: Huzhou Dongfeng Primary School
Time: 165438+20051the afternoon of October 29th.
1. Grasp the teaching and learning points to "review" and feel the hardships of the Prime Minister.
Teacher: Students, as some students said just now, our Prime Minister works day and night to revitalize China. According to the staff around him, he only sleeps three hours a day on average. Three hours, it's unbelievable! Does our prime minister really work day and night like this? Today we are going to learn a work by the famous writer He Qifang, Overnight. Please read this text freely-a night's work. I suggest you read over and over again those places that are difficult to read, as well as the places that make you feel especially before and after the Prime Minister's overnight work. You got it?
Student: Read the text freely. (three minutes)
Teacher: Can we communicate now? Which paragraph or sentence have you read over and over again? Why? Who reads first?
Health: I've repeatedly watched 《 Interior furnishings are extremely simple 》. A small desk, two small swivel chairs and a desk lamp, that's all. "I think these words are a bit out of my expectation, because as the prime minister of the country, the office is so simple. I think he is really a simple prime minister.
Health: what I read repeatedly is "he examines sentence by sentence." After reading a sentence, he drew a small circle at the back with a pencil. " . He doesn't browse casually, but thinks while watching, sometimes stops to think, and sometimes asks me a word or two. "I can see from these sentences that Premier Zhou is very careful in reviewing documents, and he reads every sentence very carefully.
Health: "The Prime Minister stood up and said to me,' I'm going to have a rest. I will take a nap and take part in activities in the afternoon. You also go back to sleep' "I was very moved when I read this sentence. The prime minister didn't rest all night, only slept in the morning and continued to work in the afternoon.
Health: "When the Prime Minister met me, he pointed to a thick stack of papers on the desk and said,' I want to approve these papers tonight. I put the manuscript you sent at the end. Go to the duty room next door and sleep. I'll call you then. "The Prime Minister's approval of these documents is very tiring and hard, and he is very concerned about his subordinates, letting him sleep and marking the documents.
Teacher: Students, after reading the text for the first time, read our different understandings and feelings from different places in the text. Let's take a look at it as a whole. What is the main point of this text? What is the Prime Minister doing tonight?
Health: This text mainly talks about "I saw Premier Zhou's works this night". He is going over everyone's manuscript carefully.
Teacher: This is the main content of this text. Students, the Prime Minister was here all night-reviewing documents. What does "review" mean in your understanding? Can you use your own words?
Health: "review", I think it is very serious.
Health: I think "review" means reviewing and reading.
Teacher: That's the literal meaning, right? Review is not only reading, but also reviewing. As the Prime Minister, I give instructions. Students, please look at the big screen. The Prime Minister reviewed a document. The outline of the circle on the document and the words beside it are the review opinions and instructions made by the Prime Minister. See?
Health: (Qi) Right.
2. Learn how the Prime Minister "examines a document".
Teacher: Students, if we want to know more about how the Prime Minister examines a document, which paragraph do you think should be read repeatedly?
Health: The fourth paragraph.
Teacher: Yes, just this paragraph. Please read this paragraph again and experience it as you read it.
Teacher: Students, if you were asked to use one word to describe how the Prime Minister reviewed the documents, which word would you use? (meticulous, conscientious, conscientious, day and night)
Teacher: After reading this paragraph, we strongly feel that the Prime Minister is serious, careful, responsible and meticulous in reviewing documents. In fact, we have long thought of all this. But, I was thinking, did we really think of it all? Have we really thought about the seriousness of the prime minister's approval of documents, every detail and even every action when the prime minister approves documents? Is there anything unexpected that you didn't expect?
Health: I didn't expect the Prime Minister to draw a small circle with a pencil after reading a sentence. He actually read this article so carefully.
Teacher: Please pay attention to your priorities when reading aloud and read out your surprise.
Health: (reading aloud emotionally) "He examines sentence by sentence. After reading a sentence, he drew a small circle at the back with a pencil. "
Teacher: Good at reading. Students, take a look. How many times does the word "one sentence" appear in this sentence? It has appeared four times. Maybe you have read this word and this sentence well. Please read it again.
Health: Free emotional reading.
Teacher: Unexpectedly, the Prime Minister read it sentence by sentence. Students, this is the document that Mr. Jiang received and reviewed by the Prime Minister (the teacher holds the document). I made a rough count, and there are more than 400 sentences in one sentence. Students, there are more than 400 sentences. How did the Prime Minister review them? Please read aloud and tell everyone.
Health: (reading affectionately) "The Prime Minister examines sentence by sentence. After reading a sentence, he drew a small circle at the back with a pencil. "
Teacher: Is there anything else you haven't thought of? Please come here.
Health: "He doesn't browse casually, but thinks while watching, sometimes stops to think, and sometimes asks me a word or two."
The Prime Minister is so busy and tired that he didn't expect to "read and think" every document.
Teacher: Students, what we didn't expect was that the Prime Minister was thinking while watching. Sometimes he stops to think, and sometimes he asks me a word or two. When reviewing the document, the Prime Minister asked the experts nearby a word or two, which word in this passage means?
Health: I think this passage means "consultation".
Teacher: What does "preparing for consultation" mean?
Health: It means "you can consult at any time".
Teacher: This is "Who will consult who"?
Health: It means "the author is going to consult with Premier Zhou".
Teacher: Students, what kind of prime minister do you see from the details of "consultation" and "preparation for consultation"?
Health: As can be seen from the detail of "preparing for consultation", Premier Zhou is a serious and responsible premier. (Diligent, open-minded, modest and meticulous)
Teacher: Students, we have a new understanding, and we should reflect this understanding when reading the text. Shall we read it together? "He didn't just browse", read-
Student: (read together) "He is not browsing casually, but thinking while watching, sometimes stopping to think, and sometimes asking me a word or two.
Teacher: Students, let's go back to this report. Please scan the first paragraph of the text quickly and think about who the original author of this report is.
Health: The original author of this report is Premier Zhou.
Teacher: It's Premier Zhou himself! What do you want to say when we learn about this situation by contacting the above, and then contact "Sometimes stop to think, sometimes ask me a word or two"?
Health: I want to say that Premier Zhou read his article very carefully. He is really a meticulous man.
Health: I think Premier Zhou's work attitude is extremely serious. He writes his own manuscript, and when he sees something wrong, he must strive for perfection and change it to the best.
Teacher: All right, students, read this sentence again with your own understanding. Read it.
Health: Free reading.
Teacher: You can read aloud. Is there anything unexpected about this passage?
Health: (omitted) ...
3. Experience the situation and read how the Prime Minister "reviewed the overnight documents".
Teacher: Students, is this the only document that the Prime Minister has carefully, meticulously and meticulously reviewed tonight?
Health: (Qi) No.
Teacher: Actually, when we first read the text, we knew that the Prime Minister had been working all night. Please read the text silently again. Where does the text say that the Prime Minister worked all night? Where can you infer that the Prime Minister has been carefully reviewing the documents all night?
Student: Read the text silently.
Health: (say more, deal with it. )
Teacher: Students, let's read aloud to feel how the Premier reviewed one document after another this evening. Students, you know, when the night just came, our Prime Minister was sitting in front of that small desk. He picked up the first document to be reviewed today and saw him-
Health: (all read together) "He checked sentence by sentence. After reading a sentence, he drew a small circle at the back with a pencil. He doesn't just browse, but thinks while watching. "
Teacher: Students, the night is already very quiet. Many people, including the author, have entered a sweet dream country, but our prime minister is still sitting at that small desk and continues to read documents. I only see him-
Health: (all read together) "He checked sentence by sentence. After reading a sentence, he drew a small circle at the back with a pencil. He doesn't just browse, but thinks while watching. "
Teacher: Students, the east is about to break dawn, and the dawn is coming. Our prime minister finally produced the last document he wanted to read today, but he still-
Health: (all read together) "He checked sentence by sentence. After reading a sentence, he drew a small circle at the back with a pencil. He doesn't just browse, but thinks while watching. "
Teacher: Sometimes you stop to think, and sometimes you have to ask me a word or two. Students, how do you feel when you see the Prime Minister working all night?
Health: I think the Prime Minister is working hard.
Health: I think this really deserves to be the prime minister of our new China!
Health: I think Premier Zhou is very serious and responsible in his work and strives for perfection.
Health: I think Premier Zhou is really something.
4. Combining reading and writing, I feel how the Prime Minister "reviews life documents".
Teacher: Students, what I want to ask now is, did the author just see the night when the Prime Minister worked so hard?
Health: (Qi) No!
Teacher: Actually, the author thinks the same as us. Which sentence do you see from the text?
Health: It can be seen from the sentence "He works like this every night" that Premier Zhou works like this every night.
Teacher: Students, the author only watched the Prime Minister's works for one night, and we only watched the Prime Minister's works for one night. What makes us say that the Prime Minister works like this every night? Let's go and see the records of the staff around us on the Prime Minister's day's work.
1July 26, 974
Get up at 3 pm
Meet Nirel at 4 p.m.
Accompanying meals at 7 pm
10pm Politburo meeting
At 2: 30 in the morning, I had a meeting with comrades from the Civil Aviation Administration.
Office at 7: 00 a.m.
Noon 12 Go to the suburbs to meet Prince Sihanouk and Queen.
Rest at 2 pm
Teacher: Students, although this is a simple record, you must have found something new and have something to say.
Health: As can be seen from this document, Premier Zhou has little rest time every day. His first sentence was "get up at 3 pm" and his last sentence was "rest at 2 pm", and there was only an hour between them.
Teacher: We can say for sure that he only rested for an hour that day.
Health: I can see from this report that Premier Zhou has been in a meeting or receiving foreign guests since he got up to rest, and he has never had a rest.
(Slow music reminds me)
Teacher: Students, maybe we didn't know at 1974 that our Prime Minister was terminally ill and his condition was getting worse. He used to be healthy, but now his weight has dropped sharply. Many people advised him to sleep two hours more every day, but our prime minister just said, "I can't do it." Students, do you have anything new to say in the face of such a prime minister? Write down what you want to say quickly.
Health: Write. (three minutes)
Teacher: Students, do you have anything to say to the Prime Minister?
Health: The Prime Minister dedicated his life to the country and to thousands of people in Qian Qian. "Spring silkworms will weave until they die, and candles will drain the wick every night." This is your quality. You will live in the hearts of the people forever!
Health: Premier, your workload is so heavy, your working hours are so long, and your working attitude is so serious. You really deserve to be a good prime minister of the people!
Teacher: The three "so" let you feel our good prime minister from three aspects.
Health: Dear Premier Zhou, a good premier of the people! You serve the people wholeheartedly, and the people love you; You work hard for the people and the people love you; You are dedicated to the people and the people respect you!
5. Personalized feelings read the author's voice.
Teacher: Yes, you feel like a dedicated prime minister. If the Prime Minister has no people in his heart, how can the people have him in their hearts? Students, our author, He Qifang, sees the Prime Minister's works every night, and has mixed feelings. Please read the last two paragraphs of the text and feel the author's mood and emotion at that time.
Student: Read the last two paragraphs freely.
Teacher: Students, what was the author's mood at that time?
Health: The author was very excited at that time.
Health: The author was deeply touched at that time.
Health: I think the author was very proud at that time. He is proud of the fact that New China has such a prime minister.
Teacher: Students, the author was so proud at that time. Later, he wanted to shout to the whole world, as if people all over the world could hear his voice. Let's read this article together.
(omitted)
Two thoughts on one-night work
Yao yongan
Teacher Jiang taught "One Night's Work" in the classroom teaching evaluation of the sixth primary school Chinese young teachers in Zhejiang Province. Although this lesson finally won the first place in this competition, there are still some teachers who think that Mr. Jiang's lesson is not "new" or "deep" enough, which is far from "aesthetic expectation", because Mr. Jiang's previous lessons always give people a shock, and even can be said to be caught off guard, such as father and son, maternal love and elk in the earthquake.
The above situation reminds me of the rise of romanticism and hurricane movement at the end of 18. Raphael was opposed by a group of people who paid special attention to originality and artistic genius. This association made me very excited and prompted me to ask the teachers who questioned whether the class was at least not "new" or "deep" enough, and asked them what their ideal class should be like. I'm looking forward to catching some original ideas about Chinese reading teaching in primary schools from them. However, when I really listened to their thoughts, I was extremely worried, which made me think about the following two questions:
A teacher asked: Is He Qifang's A Night's Work "good"? Do you need to read this text carefully?
Text Useless Theory and Textbook Subversion
"The article is just an example" has been quoted thousands of times. Because of the teachers' multiple interpretations, this "example" is naturally more than the "prototype" written by Mr. Ye Shengtao. Since it is an example, in the eyes of some teachers, it is natural to start over and arrange another "example" to replace it. In the past, when Mr. Wang Songzhou read this article, he quoted "You are such a person" as the introduction. Some teachers suggested changing the "example" when commenting on the class: "If poetry is used as text and reading materials supplemented by text are used to explain poetry, the effect will probably be better." So under the guidance of such skepticism and critical spirit, the teaching materials were castrated, reorganized and even eliminated. Textbooks seem to be able to subvert and surpass at will.
Can textbooks really be subverted and surpassed at will?
Let's take a look at the definition of "example" in Modern Chinese Dictionary: something used to help explain or prove a certain situation or statement. This involves what our text is explaining or proving. Abrams observes his works from four dimensions: text, author, reader and world. If his works are included in textbooks, there must be an editor. When the text is not interpreted by teachers and students, as a soft carrier, it is no longer a completely open text. At this point, the text has been recoded under the interference of the textbook arrangement system and the realization of curriculum value, which means that as a single text, you can interpret and understand it in multiple dimensions, but once it becomes a text under the textbook system, there must be rhetorical standards, and rhetorical standards are the "appropriate" standards. Under this modality, the text loses its independence, and at the same time, it needs to obey the characteristics, laws and meanings given to it by the textbook arrangement system, otherwise the textbook is just a reader or a collection of articles. Take a night's work as an example. As far as the topic involved in the article is concerned, it can be changed to such a man as you. However, there are many differences between the two texts in genre, material selection, language expression and emotional expression. You can replace a single text, but when the following text carries more hidden connotations because of the editing intention, you can't replace it at will. In the final analysis, the system of Chinese textbooks is constructed according to the psychological development mode of students and the psychological law of the generation and development of students' Chinese ability, which is "Chinese textbook psychology". Maybe your visual threshold only pays attention to one point, not the whole, so it is lack of scientific view to change teaching materials according to your personal preferences.
All of the above, I want to explain that those who hold the view that "A Night's Work written by He Qifang is not good, so it is unnecessary to read the text carefully" ignore the significance of the textbook. From their point of view, many articles in the current new curriculum standard textbooks are not necessary for teaching and learning at all, because many articles are excellent works of primary school students, and these articles are not classic literary works, but "bad" works.
More importantly, "He Qifang's one-night work is not good" is a personal judgment, and this judgment with obvious personal preference can only be established in the field of "literary appreciation". In the field of literary appreciation, you can even hate any literary classic in the world. However, in the field of Chinese teaching, it is a sense of responsibility and a scientific expression to let students touch, experience and judge the text themselves, and accomplish the teaching objectives of textbooks explicitly or implicitly without transferring their personal preferences to students too strongly.
A teacher said: Mr. Jiang is a thoughtful teacher, but in the teaching of this text, he only led the students to realize Premier Zhou's hard work, serious responsibility, meticulousness, dissatisfaction and lack of depth.
Arbitrariness of Interpretation and Language Exile
Gerald? Gerald Graff believes that there has been a so-called "theoretical explosion" in literary research. Because Chinese teaching breeds in the soil of literary interpretation, it is also full of various doctrines. With the intervention of hermeneutics, structuralism, constructivism, deconstruction and other literary works research methods in teaching, we have gradually stepped out of the closed circle, and many teachers have designed many challenging classroom teaching under the guidance of these theories, such as Father and Son in the Earthquake and Motherly Love by Mr. Jiang.
However, if the theory becomes fashionable or defines the quality of a class, it is incompatible with the formation of real Chinese classroom teaching. Some teachers practice the theory of addition in teaching, especially in some demonstration classes. Teachers spare no effort to "show off" their understanding of the text in class. After listening to some "in-depth" classes, a professor from the School of Humanities of Zhejiang University said, "What should we do if this continues?" This slightly ridiculous sentence can't help but make people think: Is it really necessary to emphasize "depth" like this?
Take A Night's Work as an example. On the question of what to teach, some teachers think that the language of the article has nothing to dig deep into and should be interpreted within the scope of various doctrines. For example, the reception aesthetic theory from Rico. "Literary text is not only composed of superficial sentences, but also contains deep meanings embodied in discourse, and discourse can only become a poem, a story and so on. Through the "sorting" and understanding of interpreters. In this sense, "the meaning of the text is not limited to the author's intention or meaning, it is open to readers' understanding, and the context of the text is realistic only if it is imaginary." From these angles, we can "organize" and "re-invent" the text purely personally, and analyze the historical process of Premier Zhou vertically and horizontally from the call of "This is the new premier of our new China". Based on a large number of examples of Premier Zhou's life, combined with the detail that "the Premier came to straighten his chair and went into the inner room", this paper analyzes the unique elegance of being an intellectual in China. From the perspective of "thinking while watching, sometimes stopping to think", this paper analyzes the political measures and related systems in the early days of the founding of the People's Republic of China. Even my contact with Premier Zhou reflected the mental state of China intellectuals at that time and so on. Some teachers may think it is ridiculous, but if we understand that we can interpret the core of "rules" from Yan Zi Shi Chu and the symbolic meaning of "cage" from Pearl Bird, then the above "arrangement" should be "reasonable".
In order to create a "thinking" classroom, so many of the above methods to deal with "one-night homework" will bring the sublimity of "thinking". Some teachers think that "if the Chinese classroom does not provide students with a sufficient burning environment and stimulate their strong curiosity about the spiritual world, students will not have the desire to express, and it is almost ineffective to express their desire without the training of teachers." In this context, the cultivation of expression ability and thinking ability is painful for students and artificial for teachers. In order to increase the validity, it is adopted that "in all kinds of novel spiritual adventures, students are curious about language, and they are willing to use language efficiently and imaginatively." "
Can textbooks really be arranged like this?
Many guesses may broaden students' thinking field, but if students are fresh about language in all kinds of novel spiritual adventures, they will be willing to use language efficiently and imaginatively. Here, I can't prove the significance of speech and language to Chinese teaching like Mr. Li Hailin. I can only think that the two aspects mentioned above are binary and irreconcilable in nature. In the above casual interpretation, we can see that "novel spiritual adventure" belongs to the level of "spiritual practice", which comes down to "using language" and belongs to the level of "tool practice". Driving instrumentality with ideology is like talking about the sublimity of labor and preaching the sharpness of hoes. Even two things that are not in the same field (level) are difficult to reconcile. Trying to achieve language training through spiritual adventure leads to the exile of speech and the lack of pragmatic competence.
(This course won the first prize of classroom teaching evaluation of the sixth primary school Chinese young teachers in Zhejiang Province)