First, the class began to do as the Romans do-show beautiful women
Lenin said: "Without human feelings, there will never be anyone's pursuit of truth." Only with emotion and concern for life can Chinese teaching be vivid and acceptable to students. For example, teaching Zhu Ziqing's Spring. A teacher began: "Some people say that autumn is yellow, and it is a mature season. The rice is fragrant and fruitful, but without sowing in spring and breeding in summer, there will be no harvest in autumn." Spring is fascinating and full of vitality. Look at Mr. Zhu Ziqing's Spring. Let's enjoy the beautiful spring scenery together! "In the teacher's warm call to bring students into the text. Another teacher started like this; In modern times, there was a famous essayist Zhu Ziqing, who had a lyrical and beautiful prose. Today, let's study this essay together, and then introduce the author and the background of the times, arrange for students to look up words in the dictionary and remove word barriers. Another teacher taught the class like this: as soon as he entered the classroom, he asked the students to open their textbooks, write on the blackboard, introduce the author and the background of the times, copy down all the new words on the blackboard, and then explain them paragraph by paragraph.
Three teaching methods and three realms. First of all, through the passionate description, students are brought into the sunny spring scene, and the tape is played to show the picture of "spring". Students are immersed in the situation of language, music and pictures and experience imagination, which is the realm of "beauty". Students will be influenced by beauty in this situation. The second way is to impart knowledge to students in a real way, but this way is boring. Just hard knowledge transfer, no emotion, no image, no situation. This is general truth-seeking. The third is more general. Students are not arranged by teachers, but in a position of being listened to, and their thinking is in a state of inhibition. As soon as they compare the scores, they can understand why the best state is.
Second, the classroom teaching design-reflect the beauty
The "beauty" of Chinese teaching must reflect the pursuit of "beauty" in the best form of classroom teaching. Teachers' guidance in teaching. Students' active participation can reflect a beautiful situation. "Chinese Curriculum Standard" clearly points out: "Students are the main body of learning, and Chinese curriculum should be rooted in reality, face the world and face the future, and broaden the fields of Chinese learning and application." For example, how to teach the article "From a Hundred Herbs Garden to a Three-Pond Moon" to reflect "beauty" and let students truly appreciate the fun? A teacher asked this question: "Students, the author recalled and described the' Hundred Herbs Garden' and' Three Tans Printing the Moon'. Which part do you think is the most interesting and unforgettable? What is the reason? "
The student replied, "White Grass Garden is my childhood paradise." Can everyone add a title to heaven? Some people say: my paradise-Herb Garden, childhood paradise, green childhood and so on.
What is heaven like?
I think there is a beautiful watercolor painting. Look: "green vegetable beds, ... tall acacia trees." Then let's look at the picture (showing the picture of the Herbal Garden). Why can the author write so vividly? Students perform and tell in class.
Students really participate in teaching, take the initiative to explore and discover, and have a strong interest and innovative spirit. Teachers respect students in classroom teaching, give students free space to play, realize spiritual communication and emotional integration, embody the "beauty" of classroom teaching, and form a touching new realm of classroom communication.
Sometimes, teachers and students are in a specific situation, immersed in it, communicating with each other in the experience, and can also enjoy beauty. When a teacher is teaching the last part of the last lesson, "bang, bang, bang!" " Suddenly a heavy and distant bell rang in the tape recorder, and the students listened quietly. Then the teacher read aloud with deep affection: "suddenly, the church clock struck twelve ... you go."
The teacher not only integrated himself into the situation described by Dude, but also brought the students into the situation, and the strong feelings in his heart had already come out of generate. Such wonderful fragments also reflect the beauty of classroom teaching.
Third, the setting of classroom links-creating beauty
In classroom teaching, the design of questions gives students a clear direction, and students naturally have something to say. For example, when teaching Moonlight on the Lotus Pond, a teacher set such a question when the students finished the first lesson: "Why did the author go to the lotus pond at night?" For example, read the poem Guan Yu, and use your imagination to describe the first time a gentleman saw a woman who picked a woman. And what is the sound of the scenic sentence "as loud as singing" in the story of Xiaoshitang? Why does the author feel this way when writing "The bamboo forest is surrounded" ... quiet and quiet? Guide students to combine the description of the scenery with the artistic conception of the characters and enter the situation of the work. Only in this way can we truly appreciate the author's feelings. Walk into the text.
Of course, in Chinese teaching, the rhythm of reading aloud, the relaxation of classroom atmosphere and the cadence of teachers' intonation can all reach the realm of "beauty". "Breathing in English is temperament?" In a classroom full of teaching art, teachers are full of passion and imagination, which makes a smart spirit flow in the classroom and greatly enriches the connotation of classroom teaching. Yu Yi, a special teacher, said that "language is not honey, but it can stick to students". Beauty takes various forms. We can create a "beautiful" world in Chinese teaching as long as we leave a relaxed atmosphere for students, clear questions, teachers' magnetic language, stimulate students' interest and arouse their desire to explore independently.