From the requirements of the new curriculum standard of the 222 edition, it can be seen that the teaching value of the whole book reading teaching of junior high school Chinese classics is irreplaceable, especially in today's era of core literacy, and it is particularly important to improve students' language, thinking, aesthetics and culture. This semester, under the guidance of teacher Zhao Peili in the studio, we have determined the research and practice content of the whole book reading teaching. In the teaching and research activities in March and April, we have observed the excellent lessons of four teachers' famous books reading guidance. Zhang Ying and Ma Caixia and I undertook the teaching task of "heterogeneous reading in the same class" in May, and gained different growth.

When I received an opportunity to exercise from Teacher Zhao Peili, I instinctively wanted to refuse, looking for various reasons: I have not had the confidence to give lectures on stage for nearly two years, the whole book reading teaching in the county has not yet started, and most teachers and students are in a state of "looking forward to heaven" without reading and guidance; Busy with the daily work of the teaching and research section; In the ideal classroom of Chinese construction in the new network normal school, follow the tutor Liu Enqiao to study together; From May 16th, I was busy with two 21-day provincial trainings, completing various assignments, etc. But in the end, I didn't say these excuses that I didn't really want to grow up, and accepted this challenge: I walked into the school, stepped onto the podium, approached the students, walked into the classic book How Steel was Tempered together, prepared lessons attentively, and gained some interest in denying myself, reconstructing myself and growing myself in the continuous attempt of reading teaching throughout the book. There are three classes in the teaching of reading the whole famous book: introduction class, promotion class and sharing class, which are a graded and progressive classroom model.

In the reading guidance class, the teacher's role is to "light", focusing on stimulating students' interest in reading the whole book, so that students can read through it individually according to the reading task list; In the promotion class, teachers lead students back and forth in the text and life according to task-based intensive reading, focusing on "coaching"; In the sharing and presentation class, we should focus on practical application and thematic reading, and the class should be given to the students as much as possible. Teachers only need to make essential "comments".

First, the journey of "refining" class

Looking back on this month, four classes in three schools in our county tried the road of preparing lessons for five reading guidance classes, which was really a journey of "refining" class mixed with bitterness and joy.

In order to give a good reading guide course of How Steel was Tempered, I first carefully completed the first step of reading the whole book by reading and listening: actually reading; Then, by reading the text materials of the textbook, combined with the three topics "Paul's growth history" given in the textbook, I selectively reread the important chapters about Paul's growth and transformation in the famous books; Next, I use network resources to learn from, enrich and construct my own teaching ideas from the personality interpretation, teaching design, classroom record and teaching reflection of famous teachers.

in all teaching, it is necessary to understand the learning situation, base on the learning situation, and attach importance to students' subjective position and needs in the reading process, which is an effective premise in the reading guidance class. How do students read the book How Steel was Tempered? From my brief conversation with students before class, I know that quite a few of them have never read the original book, and some have skipped over some wonderful chapters, so reading is random and fragmented. 1. As a reading class for famous books, I read a article by Mr. Jeff about the art of unfamiliar reading guidance taught by Mr. Luo Haoyu in the book "Exquisite Chinese Listening to Teacher Jeff's Evaluation". I was deeply touched, imitated Mr. Luo's teaching, and combined with my own reading experience, I also designed four changes: "Viewing the title, guessing the content" and "Viewing the picture". Among them, in the second link, the activity of greeting Paul with the given sentence patterns is borrowed from Teacher Luo. In the fourth link, Teacher Luo designed "comparing and reading the original", and chose the plot of Paul's suicide. I chose the plot of Paul mourning his dead comrades in the tomb of the martyrs. The first time I tried it was in an experimental middle school. I borrowed students from two classes of Mr. Dai Wenxiu. At that time, due to the epidemic situation, day students were all online at home. In order to get closer to the students, I gave them 25 famous sayings about reading written by myself with a brush as gifts. The first step is to let students pay attention to the title of the book, guess the content, and guide students to pay attention to the core information of the famous books with the help of the teaching materials, and then supplement the background information to enter the second guessing step; The second link is to look at four pictures of Paul in different periods. According to these hints, guess what may have happened during Paul's growth. Most students didn't read books, so they could only guess the situation simply according to the pictures. I timely judged and supplemented the contextual plot. Then, the activity of greeting Paul with the given sentence patterns greatly mobilized the students' desire to speak, and the students said that Paul was a curious, brave and strong person. The difficulty in this link is to get through the relationship between "picture" and "text" and to induce students' interest in reading the whole book. In the third link of "Reading Selected Chapters and Understanding the Relationship", my previous design was to intercept six paragraphs from six selected chapters reflecting the main characters who have some connection with Paul, and ask students to skip reading in class and guess the relationship between them. After reading the courseware, Mr. Zhao gave me advice that we can focus on a chapter, and students can find as much as they can. Students find a sense of accomplishment, but they can't find suspense. After listening to Mr. Zhao's advice, I focused this task on skipping the sixth chapter "Arrest and Escape". The students were obviously afraid of difficulties because they didn't really read it, and my classroom language was not inspiring, which failed to ignite the enthusiasm of students for reading. The difficulty in this link is to deal with the dialectical relationship between "obvious" and "hidden" in the plot. The design of the fourth link, I imagine watching the video, studying a paragraph, and reading the "good" of the original by comparison. However, because the video is short, the students didn't guess the plot of Paul's thinking about the meaning of life. When I read the original text, because some of the words I designed were green, most students couldn't see them clearly. Therefore, after reading the text, the students didn't realize that the original text can better reflect the inner world of the characters than the film and television works. After class, I felt rather depressed, and politely refused to take the course of introduction to famous books. Teacher Zhao sincerely encouraged me. He said earnestly: Good classes are "grinded out" and "made up". Every attempt is a process of finding problems and correcting and optimizing teaching design. Indeed! Which open class designed by a teacher has not been honed again and again and gradually moved towards "high wealth and beauty" (high conception, rich content and beautiful form)? I can't just give up! Reflecting on myself in this class, when the students couldn't answer, I immediately said the answer. I forgot "no anger, no anger, no hair". What I lack is the wisdom of waiting for students. This "waiting" is waiting for students to think independently, and waiting for students to dare to challenge the problem and take action.