Types of two-stage teaching 1. Judging from the teaching content, subsection teaching can be divided into two types: abstract teaching and thematic teaching. Selective course selection is to select some fragments from the teaching materials for teaching, and the teacher determines the teaching objectives according to the selective course selection, designs the teaching plan and then implements classroom teaching. Topic category is to extract a topic (or a knowledge point, ability point, or a teaching link) from a certain class for the teacher to teach, and the teacher aims to teach. Mr. Lu Xun's "From a Hundred Herbs Garden to a Moon in San Tan" belongs to the excerpt category if the second and second paragraphs of the text are designated as fragment teaching. If teachers are required to guide students to learn the method of "writing scenery" in the text, it is special section teaching.
2. From the perspective of teaching scenes, fragment teaching can be divided into real environment and virtual environment. Because the virtual scene fragment teaching is not limited by time and space, it is easy to operate. Although it has the disadvantages of being divorced from the students' main body, it is actually used more frequently.
3. From the source of topic selection, fragment teaching can be divided into two types: self-determination and other-determination. Self-shaping is the content of segment teaching that teachers choose by themselves; Others (experts, judges, organizers) specify the topic, and the teacher teaches in sections as required. Teaching and research activities mostly adopt self-defined segment teaching, and making full preparations in advance is conducive to carrying out teaching and research activities and showing teachers' elegant demeanor. Competition activities and evaluation work mostly use other stereotyped fragment teaching, temporary lottery, limited on-site lesson preparation, taking turns in class, etc., to test teachers' quality and teaching level, which can objectively judge their advantages and disadvantages. Fragment teaching needs guidance, grasping the key points of teaching materials, solving difficulties, and "taking the lead and moving the whole body" with points and areas; Emphasize objectivity, that is, proceed from the reality of teachers, textbooks and students; To look at the whole, we should not only set the goal according to the fragmented teaching content, but also look at the effect according to the teaching method and implementation process.
Teaching Record of "Analysis of Language Features of Ansai Waist Drum";
"Students, last class we regarded this article as a whole. Please tell me, what's your impression after studying? " (Well, you tell me)
"I think this article has momentum, strength and spirit."
"Well said, that what kind of momentum, strength, spirit? Let's listen to this article and feel it? "
After listening, what do you think?
I think it's spectacular. Do you have anything to add? ) unrestrained, full of enthusiasm, and the power of Pentium. It's good. Where did you hear that? Tell me, what impressed you the most? Don't worry, don't worry, you say: A, oh, you like a group of young people. Why? Because Mao Tengteng used it well, he showed the state of being an afterlife. What kind of state? Full of vitality, passion, and upward vitality, the image of the epigenetic is displayed. B, like a shower, it is a rapid drum sound; ..... (Let's mark it and discuss it in groups later)
Good. Students have their own feelings. Let's collect the sentences that the students just said and discuss the characteristics of these sentences in groups. What are the characteristics of the language of this article? Let's tell our classmates our opinions, then synthesize them and ask a representative to speak.
The first group: "Is there a crow in the distance in my ear?" I think it is a kind of artistic conception to set off silence with the movement of cock crow and the noise of Ansai waist drum with silence. "Pain and joy, life and dreams, getting rid of and pursuing are all intertwined in this dance and drums! Rotating solidification! Go! Radiation! Surfing! Sublimation! " Use a lot of words to form short sentences, forming parallelism, and the rhythm of language sense is fast, warm, shocking and soaring. The second group: I think the article uses a lot of parallelism sentences such as "no fetters, no fetters, no obstacles." This is a kind of power to break free, break through and open! "What's the role? Step by step, enhance the momentum, strengthen the tone, full of passion, full of emotion, hearty. Then can you make sentences? " Don't make noise, don't sing, don't dance, this is our Chinese class! "(Applause) (The process is abbreviated)
The students had a good discussion. Next, students write some sentences by imitating the above comparison and metaphor sentences in combination with our study and life.
Think about it! Hands Up! Answer! We like this, but we don't.
Applause, laughter, sound, together. ……
As can be seen from the above records, the teacher himself did not report the topic. Let's briefly talk about the class steps, such as "Ansai waist drum language characteristics analysis". The steps of fragment teaching in this topic are as follows: listen to the recording-talk about feelings-taste the language-do exercises, and give the listener a clear and complete teaching step. Some regrets.