I. Knowledge accumulation and application (14)
Beautiful writing can give people beautiful enjoyment. Please choose the one you like from the following two sentences and copy it in the Tian Zi box at the back. I believe you can write correctly, normally and beautifully. (2 points)
The oriental giant woke up like a sleeping lion.
Soul of china transformed the phoenix into nirvana.
It is not difficult to see from the examination questions that the intention of the questioner is to guide students to answer questions in a standardized and correct font. This intention is also reflected in the mid-term and final exams in our district. However, in our daily teaching, the teaching of "writing" is not implemented much. This is of course because most students have developed good writing habits in primary school, and more importantly, teachers have not really paid attention to this issue.
③ Add some teaching contents about word formation and polysemy in time.
④ organically combine word teaching with article reading.
Teachers ask accurate questions, and students read, think and answer. If the text learning is carried out at the language level, the classroom will be simple and solid, and students will gain more tangible results.
4. Effective inspection improves the accuracy of writing.
Example of method:
(1) organize a word dictation competition in class or grade, so as to improve students' enthusiasm. Of course, such activities may not be very effective for students with lower level. Therefore, random detection in class has become a common means.
② Random detection in class. This method focuses on underachievers, and through this method, their problems can be found in time, their attitudes can be corrected, and certain dictation habits can be formed.
③ The method suitable for all students is to establish a typo library. According to your own actual situation, writing down the common typos in your usual dictation or composition and reviewing them before the exam or dictation will generally play a role in avoiding repeating mistakes.
④ Linking "Lucky 52" and "Lucky Partner" to review Chinese words.
Teaching goal: review the words in this book and master their sounds, forms and meanings.
Teaching emphasis: write words correctly and pay attention to key words.
Difficulties in teaching: understanding the meaning of words and using it properly.
Rules of the game:
A Each group completes two words in two minutes, including guessing words, writing words correctly and adding some words with phonetic notation. Each word of the three contents accounts for 40, 30 and 30 points respectively, * *100 points, and two words * * * count as 200 points.
B. When two people are working together, a performer can say the meaning of words or act with performances, but he can't say anything about the topic or split words (for example, you can't say that there are three water spots on the left and three water spots on the right). When they perform, their voices should be loud so that the whole class can hear them.
C During the competition, other teams should respect the players and not send suggestive messages, otherwise they will be disqualified and punished.
Reward and punishment rules:
Class A 2 1 group, 200 points champion, 170 points runner-up, 160 points runner-up.
B In 2 1 group, the group with the lowest score will be punished: write a game summary, sum up experience and learn lessons; Read all the words in the book twice.
5. Cooperative learning based on independent reading and writing.
The curriculum standard clearly stipulates that middle school students should "know 3,500 commonly used Chinese characters, of which about 3,000 can write" and "improve the writing standard and popularize Chinese characters".
In a new teaching unit, we can follow the cooperative learning method of "finding, searching, practicing, testing, evaluating and recording" and let students "help themselves".
"Look" means selecting new words on the basis of reading through and sorting them into literacy cards.
"Look-up" is to find out its sound, form and common meaning independently with the help of a dictionary, and then understand the meaning of the context in combination with the context.
"Practice" means practicing block letters and running scripts with a small training amount of 50 words every day, and gradually mastering internalization through mutual dictation and mutual error correction.
"Test" means that each group writes a set of test questions according to the sample questions provided by the teacher and combined with the word characteristics of this unit, and each group draws lots to answer them in turn.
"Evaluation" means that the proposition group evaluates the answer sheet and gives feedback on the effect of literacy and writing.
"Remembering" means remembering words that are easy to make mistakes. Every time you review before the exam, you will systematically and comprehensively strengthen cooperative literacy and writing training. Brain, giving students the necessary nutrition is our ultimate goal.
6. Instruct and guide students in time in teaching.
"Teaching is not teaching", which seems to point out a maze for teachers to insist on teaching words according to students' reality. Please look at the following expert case.
Example: Record of classroom teaching of Wisteria Falls (excerpt)
Today, the teacher will study her composition Wisteria Falls with her classmates. This essay was written in May 1982. At that time, her three-year-old brother was the chief engineer who graduated from Tsinghua University Aviation Department in 1950s. In his prime, he was terminally ill and his life was coming to an end. With anxiety and sadness, my sister wandered alone in the yard in early summer. In front of a blooming wisteria tree, she couldn't help stopping. (Projection: Wisteria in full bloom)
The lavender waterfall wisteria is shining with the brilliance of life, as if to tell her something. ...
We study the article Wisteria Falls together. (the title of the blackboard, the author. Pronunciation of glyphs to remind "rattan" and "pu")
……
Teacher: How to understand the word "tease" here? Isn't it a derogatory term?
(Students are silent)
Yesterday, I heard your head teacher say at the door of the classroom, "So-and-so students should stop talking." Then I heard a classmate say, "He teased me."
I'm not talking about ridicule, I'm talking about provocation.
Teacher: What does "teasing" mean in that article? What does it feel like to "tease"?
Health: Naughty and lively. The author used this word to write naughty and lovely flowers.
……
Teacher: What other pictures do you like?
Health: I like this paragraph, "Every ear of flowers is blooming above, and the following is about to bloom ..."
Write "precipitate" and "can't help laughing" on the blackboard to remind students of the pronunciation of "dot" and "class" and take notes on the blackboard.
Teacher: What does "can't help laughing" mean?
Health: I can't help laughing.
Teacher: I can't help laughing, but it must be from my heart. What should such a smile look like?
Health: sweet and moving.
From the above cases, we can easily understand that classroom word teaching is a "home cooking" for both teachers and students. Teachers don't have to put too much thought into the transformation.
Ask yourself: when students have word problems in our class, can we guide and guide students in time and inadvertently integrate the elements of word teaching like the teachers in the above cases? This seemingly dull teaching process actually contains superb teaching skills. When every teacher can master this skill, our Chinese teaching may reach the realm of "gorgeous and plain".
Reading teaching:
Walk into the text and build a bridge of the soul; Read the text and chew out the true taste of the language.
A. Walk into the text and build a spiritual bridge
When we are "entangled" in the teaching objectives, teaching points and teaching difficulties that must be expressed by operational verbs, do you feel that there are many "links" between you (the teacher) and the text?
The dialogue process of reading teaching needs us to enter the text, the author's heart, communicate and collide with him.
However, the distance between time and space, life experience, cultural differences and other factors make us more or less estranged from the author and his articles, which often makes us an "outsider" of the text and makes us wander outside the text, unable to see the author standing behind the text and "ignorant of the true face of Lushan Mountain".
There are many Chinese classes, and teachers and students seem to be accustomed to such a teaching state: after reading the text, the teacher introduces the author and background knowledge, clears the word barrier, summarizes the content of the article, analyzes the writing characteristics, and then stops here. For the author's thoughts and feelings, teachers often just do some simple and superficial labeling analysis, just like scratching boots, which is not in place and profound. One Chinese lesson after another, the boring time passes like running water, and "the water waves are stagnant." After a long time, students' sensitive and lively hearts become dull and numb. Some people joke that such a Chinese class is really a cursory tour and a formality.
How to walk into the heart of the text and the author, and make reading teaching a truly effective dialogue process in the spiritual sense? This is a difficult problem that has been puzzling Chinese teachers.
The premise of solving this problem is that teachers walk into the text themselves, and in the process of studying the text, they are moved by emotion and thinking, and truly touch and feel the author's heart. Moreover, teachers should go out of the text and "jump out". Instead of being confined to a small world by a specific article, they should stand at a certain height and examine the text in a broad historical and cultural background. With such preconditions, it is possible for a Chinese teacher to build a bridge between the author (text) and the students.
Many unsatisfactory Chinese classes are either lifeless, and the teacher gives them a sentence, or they are full of excitement and doubts, which always makes people feel that the teacher has not led the students into the text well. Since the curriculum reform, many lively Chinese classes have more or less ignored the core of text thoughts and feelings, giving people a superficial and alienated feeling.
We might as well reflect and see if we try to get into the text.
1. Have we invested enough in the study of the text?
There is no denying that our study of the text is influenced by many objective factors, but this does not mean that we can ignore the study of the text. In the process of preparing lessons, Chinese teachers have to spend a considerable part of their energy on learning texts. After thorough study, the goals, key points and difficulties will come to the fore. )
In order to teach, we should spend more time studying the text, write more articles similar to the text, and write more articles by the same author. Such efforts in preparing lessons are rare. Maybe we have many reasons to defend ourselves, but what we haven't digested really doesn't belong to us. If we copy them and bring them to our own classroom, it's just "parroting". What is conveyed in the classroom is the transmission of some information in the teacher's teaching book. Where can we talk about "the exchange of hearts, the collision of thoughts"?
2. When we study the text, do we pay close attention to the text and the thoughts and feelings of the author behind it?
Chinese teachers' attention to the text often determines the content of teaching and also affects the direction of teachers' efforts.
Teachers rely too much on ready-made teachers' books and lack of centralized research, independent thinking and unique feelings about the text, which leads to rough, superficial and even wrong understanding of the text. For example, a teacher used a book to explain Su Shi's Night Tour in Chengtian Temple: "The author of this sentence has been idle all his life." Imagine how a generation full of political ideals, suffering from relegation and doing nothing could live a "leisurely life" in that place at that time. The meaning of "leisure" is complex and subtle. To understand this taste, we must find the answer from Su Shi's historical experience and his life ideal.
3. Have we noticed the gap between students and texts, and the gap between teachers?
Reading is a personalized behavior. For the interpretation of the text, "a thousand readers have a thousand Hamlets". There is a certain gap between students' cognitive level and values and texts and teachers. Their understanding of a problem will be different from that of the text and the teacher. These are all normal phenomena in reading. But these normal phenomena are not necessarily correct. In this case, Chinese teachers should use their own eyes to find the gap, so as to judge, guide, affirm or correct. In short, finding the gap will help us build a bridge between our hearts.
Sometimes, students' understanding is biased. For example, reading "The Back" stopped moving. Some people even think that it is a violation of traffic regulations for father to climb the railway, so they criticize his father. Another example is the chameleon. While we laugh at it, we still have contempt and anger towards the lackeys, but some students just appreciate his "wit, flexibility and wit". We may be surprised and shocked by these deviations, but our task is how to correctly guide the situation and correct the ideological line of students' deviations.
Sometimes, our understanding is too conservative. For example, in "Fools Move Mountains", "Man will conquer nature, and the determination and actions of fools to conquer nature are worth learning", and students will think that such an old saying is self-deception.
In a word, teachers can gain profound text experience and real text meaning only by entering the text with their heart, and guide students to have a real and profound premise in the dialogue with the text. When the teacher's mind enters the text, she will have some unique understanding and experience of the text, so as to consciously protect students' thinking, make students' thinking sparks burn, and make students' different opinions become the material for further study and discussion, thus building a spiritual bridge between the text and students.
Example: Teacher Wei Shusheng teaches "Fishing Song" to stimulate students' imagination, turn silent words into vivid and touching pictures, and guide students to travel in beautiful situations.
Displayed on the screen of the brain
"Egrets fly in front of Mount Cisse, and peach blossoms are flowing and mandarin fish are fat."
1. Outline the table. Please draw the outline of mount cisse, egret, peach blossom, running water and mandarin fish in your mind.
Dye it. Please turn the black-and-white TV into a color TV to see who has a brighter and more beautiful picture. The students said that blue mountains, pink peach blossoms and clear running water appeared in their minds.
3. Let the picture move. Egrets fly freely in front of the mountain, streams flow in the streams, and happily jumping mandarin fish jump out of the deep pools formed by streams from time to time. . . . . .
4. Make the picture more detailed and realistic. Students can also put some close-ups in their minds: white and delicate nectar feathers on egrets, bright peach blossoms with pollen stamens. . . . . .
B. Read the text and chew out the real taste of the language.
Reading aloud is not only a teaching method, but also a learning process. It is by no means a simple classroom form. It needs our careful study and design. There is no fixed method for teaching and reading, but there is a basic principle that reading must serve the actual teaching of reading.
Self-examination:
1. Do you often practice reading teaching method in the teaching of literary works?
Phenomenon: Teachers analyze more and students read less.
2. Is there a clear purpose when organizing reading teaching?
Phenomenon: regardless of style, there is emotional reading, and if you can't read it thoroughly, you will read it in roles; There is no guidance in reading and no timely evaluation after reading; Like watching music, etc.
3. Has the teaching of reading been simplified?
Phenomenon: the reading method is simplified and the reading evaluation is simplified.
Example: In an open class, students do not preview adequately and stutter, but the teacher patiently accompanies them through. He regards reading aloud as a real teaching process, not a classroom form.
For text suitable for reading aloud:
1. Give students enough reading time.
2. Pay attention to the guidance of students' reading methods.
3. The organization of reading teaching should help students understand the article.
4. Flexible and diverse forms should be adopted according to the content of the text.
Fan reading is the way; Read carefully; Different forms of reading are put in different links.
Self-examination:
1. Do we have a strong subjective consciousness and strive to explore the flavor of text language?
2. Is our taste in written language a mere formality?
Phenomenon: the classroom is too constrained (rigid guidance and superficial analysis) or too laissez-faire (the organization of teaching is arbitrary, the text is not fully understood, and it is eager to explore independently)
Stones from other mountains:
1. Reading taste. "Read Tang poetry. . . "
2. Taste in context. "Words cannot be separated from words, and words cannot be separated from sentences. . . "
Taste in comparison
Example: the story of "pushing" and "knocking"
Fourth, effective teaching, into the children's spiritual world.
Children have their own ideas. The child's head is not a meatball, but a thinking head.
Strategy 1: enter the child's inner world.
Learn some psychology
Reading children
Make friends with children
Communicate in a way that children can accept
There is no love and hate for no reason. Everything happens for a reason.
Strategy 2: Learn to communicate.
Principles for handling problems:
1. Deal with emotions first, then with problems.
Deal with your emotions first, and then deal with each other's emotions!
Don't be angry!
2. Show respect and care.
Strategy 3: Be the master of children's motivation and awaken their learning motivation.
1. The child is confused: "Why am I alive?"
Material goals are vulnerable, and the powerful internal motivation is spiritual pursuit!
Let children have real inner strength! ! !
Example: I have graduated from high school for 20 years, and I still remember the warm cotton-padded jacket that the teacher sent to the dormitory early. I wonder if the body wrapped in a cotton-padded jacket can not study hard?
Don't be a critic, be a builder.
Education is a systematic study, and teachers should study systematically and really continue education.
Help students find self-confidence, life goals, life mission, national responsibility and national pride. ...
Example: Urban children attend a Hope Primary School and angrily call for the elimination of the poor.
There are no bad children, only children who have not awakened.
If you can't walk into the child's heart, there is no inspiration.
We should help children in time, go into their hearts and learn to motivate them.
Strategy 4: Let children study happily.
-Take a bath frequently and smile (standard smile: show your upper and lower teeth)
Teachers should improve and study. Sometimes parents and teachers can't see through the essence of the problem.
Example: A four-and-a-half-year-old child asked his grandmother, "When shall I retire?"
The poor child is defending his poor self-esteem. (Asked about the ranking score, the child said there was something worse than me. )
Don't ask students if they love you. Are you cute?
If you are a gold medal coach, your children can win gold medals.
Don't blame the children. What level are you?
Strategy 5: Cultivate a sense of responsibility and gratitude.
Four responsibilities: being responsible for yourself.
Be responsible to your parents
Be responsible for the organization
Be responsible to society
-Return the responsibility to the child!
For example, after three years of marriage, if one party is responsible, the other party will not ask.
Strategy 6: Positive psychological suggestion
Experiment: Close your eyes and listen: Never think about that big watermelon, never think about that big watermelon with red spots, never, never!
-psychological suggestion, negative suggestion works!
Concluding remarks
Enlightenment of four pieces of sugar
At that time, Mr. Tao Xingzhi was the principal of Yucai School. One day, he saw a boy hitting a classmate with a brick, so he stopped him and ordered him to wait in the principal's office. When Mr. Tao returned to the office, he saw the boys waiting. Mr. Tao took out a piece of candy and gave it to him: "This is a reward for you, because you arrived on time than me." Then he took out a piece of candy and gave it to him: "This is also a reward for you. I won't let you hit your classmates. You stop at once, which shows that you respect me very much. " The boy will accept candy without hesitation. Mr. Tao added: "It is understood that you beat your classmate because he bullied girls, which shows that you have a sense of justice." Mr. Tao took out the third candy and gave it to him. At this time, the boy cried: "principal, I was wrong, and my classmates are no longer right." I shouldn't go this way. " Mr. Tao took out the fourth candy and said, "You have admitted your mistake. I'll give you another piece and our conversation will be over. "
The conversation in less than 5 minutes made the boys convinced and unforgettable. Let's go back and taste the taste of each candy:
The first piece of candy, rewarding the good habit of observing time, is sweet;
The second piece of candy rewards the good quality of respecting teachers and loving parents, which is sweet and sour;
The third piece of candy rewards the spirit of courage, ups and downs;
The fourth candy, which rewards the conscience of admitting mistakes, has all kinds of flavors.
Behind these four pieces of candy, Mr. Tao's extraordinary skill is also manifested in:
First, I saw and stopped the beating, but didn't say "beating" afterwards;
Second, investigate in time to prepare for the conversation;
Third, the conversation goes beyond the scope of psychological stereotype, so that boys can lift their psychological resistance and emotional factors can play a role.
Fourth, find advantages from mistakes, be calm, delicate and realistic.
Through talking, the boy not only realized his mistakes, but also strengthened his strengths. At the same time, he feels understanding and encouragement, and he can learn how to deal with problems from the headmaster.
Good habits and good character are accumulated bit by bit. Let us, like Mr Tao, create opportunities for our children with more thoughts and start from scratch.
The child was ill and the teacher took medicine.
The secret of children's good study: children should study hard and teachers should make progress every day!
People live a state of mind!
The event itself is neutral! The result of the event is related to the mentality.