# Teaching Plan # Introduction This lesson consists of three classical Chinese texts. The first article is Confucius's discussion of learning methods and learning attitudes in "The Analects", which gives people a warning; the second article is Zhu Xi's discussion of "there are three ways to read", which emphasizes the thoughtfulness and expresses Zhu Xi's unique insights. , to inspire people; the third article is Zeng Guofan's discussion of reading, emphasizing that reading must have "three things" - ambition, knowledge, and perseverance, so as to teach people. The following is the content carefully compiled for everyone. You are welcome to read it.

1. Lesson 24 of the first volume of Chinese language for fifth graders of the Ministry of Education: Reflections on Reading Teaching by Ancient People. This text consists of three articles. These three articles are all presented in the form of ancient prose. The first article is selected from "The Analects" and is an interpretation of learning methods and learning attitudes; the second article is Zhu Xi's famous article, which introduces the method of reading; the third article is Zeng Guofan's article, Zeng Guofan tells us through this article , reading requires ambition, knowledge, and perseverance, and it is demonstrated from both positive and negative aspects to prove that the three are indispensable and very important for readers. In teaching, I have the following gains:

1. In the teaching process, pay attention to teaching methods to children.

My design is mainly about reading. The whole class is about reading, reciting, translating, understanding and memorizing. Focus on the first part, through recitation, read the words accurately, and read through the text; translate and read, combined with annotations, to clarify the meaning of the text; comprehend the reading, resolve doubts, and understand the truth; recite and retell the story, and familiarize yourself with the four-step method of reciting. Teach students how to learn classical Chinese. The second part is to let go and let the children learn according to the method, from supporting to letting go. Give the initiative back to the child.

2. I fully mobilize students’ enthusiasm for learning, and by guiding students to learn independently and cooperatively explore, they can grasp the content of the text and understand the meaning of the text, and the effect is better.

The classical Chinese text in this lesson is not too difficult to understand. As long as it is combined with the annotations, most students can understand the general idea. Therefore, through inquiry learning through group cooperation, focusing on key words and sentences, understanding the meaning of the text, and simple guidance from the teacher, the effect is good.

3. In the expansion session, I guided the students to extend their sights outside the classroom and collected some famous quotes about reading for students to accumulate. Then collect other stories about ancient people studying and learn from it.

The only drawback is that the guidance to individual students is not detailed enough and the class time is somewhat delayed. I hope to improve it in future teaching.

2. Lesson 24 of the first volume of the fifth-grade Chinese language compiled by the Ministry of Education: Reflections on the Teaching of Reading by the Ancients. In the elementary school stage, this is the first time students come into contact with classical Chinese. Classical Chinese teaching must properly handle the relationship between independent learning and guidance. The Chinese curriculum standards propose that "students are the masters of Chinese learning" and teachers should "actively advocate independent, cooperative, and inquiry-based learning methods", respect students' individual differences, and respect students' personalized learning methods.

Before studying this lesson, I first arranged for students to preview before class and read the text content smoothly and correctly. The class is designed to focus on students reading aloud, from various angles and in various ways. Focusing on group inquiry and supplemented by teacher guidance, teachers should give different feedback to different students' answers when guiding, so as to increase students' interest in learning and change the perception that learning classical Chinese is boring. Combining reading, thinking and understanding. The classical Chinese text in this course is not too difficult to understand. As long as students combine the annotations and the previous methods of studying ancient poetry to understand, students can understand the main idea of ??the article. The real difficulty lies in combining it with the reality of life and being able to apply the reading methods and essentials learned to reading and learning.

In practice, most students can express the main idea of ??classical Chinese in their own words. The classmates also practiced speaking the main ideas of the text to each other to further understand and memorize the text content. After learning this lesson, it was not as difficult as I expected. Students understood the content of the text through repeated reading and experience, and were able to express the main idea of ??the text in their own words. Most students were able to memorize the text on the same day.

3. Lesson 24 of the first volume of Chinese language for fifth graders compiled by the Ministry of Education: Reflections on Reading Teaching by Ancient People. The three classical Chinese articles in this lesson are more in line with the cognitive level of fifth grade students. The thoughts of the ancients contained in the articles can To give students positive guidance, I also focus on this feature when teaching.

Compared with modern Chinese, classical Chinese is quite different in words, sentence patterns, etc. Primary school students have little exposure to classical Chinese. It is already very difficult to segment sentences correctly and read aloud fluently, so I guide students Reading aloud and reciting are the focus of teaching in this course. The content of the text and the principles contained in it are not difficult to understand. The difficulty lies in how to let students understand the meaning of each sentence. Only by understanding the meaning of each sentence can we correctly segment the sentences and read the sentences smoothly. I have put a lot of effort into this aspect, and the effect is still very obvious. In addition, I also paid attention to the following issues in teaching.

1. Give full play to students’ enthusiasm for independent learning. In the process of clarifying the meaning of the text, I asked the students to read the text repeatedly and initially understand the words and the meaning of each sentence based on the annotations. If the students did not understand something, I would provide necessary guidance so that the students could understand it based on their understanding. Read the full text.

2. Give full play to the important role of fan reading. The role of teachers in model reading of texts cannot be underestimated, and model reading of classical Chinese texts is particularly important. The first time it should be read vividly, fluently and freely, so as to infect the students; the second time it must be made to make students pay attention to word and sentence fragmentation.

3. Focus on group discussion and communication. Group cooperative inquiry is a more practical teaching method, and I often try to use it in teaching. When teaching this class, I mainly use this method to let students understand the meaning of key sentences and figure out the profound truth contained in the text. Judging from the students' performance, this attempt was very successful.

4. Reflections on the Teaching of Reading by the Ancients in Lesson 24 of the Chinese Language Volume 1 for Grade 5 in the Ministry of Education edition. "The Ancients Talk about Reading" is the first text in the eighth unit of the Volume 1 of the fifth grade in the Ministry Edition. It is also a relatively difficult text. This lesson excerpts the reading theories of three great masters: Confucius, Zhu Xi, and Zeng Guofan. Three famous quotes in "The Analects" respectively express the reading attitude of "being quick and eager to learn, not ashamed to ask", "knowing something is knowing it, not knowing it is not knowing", "knowing it silently, and never getting tired of learning"; Zhu Xi's reading method is thoughtful and thoughtful. Seeing with the eyes and hearing with the mouth, with special emphasis on the importance of "knowing with the heart". Zeng Guofan's key to reading is the "Three Haves", that is, literati must have ambition, insight, and perseverance in reading, and emphasized that the "Three Haves" are indispensable.

One question: How do I achieve my teaching goals?

When teaching this article, in the first lesson, I led the students to read through the entire text, divided the rhythm, and helped the students solve the pronunciation of new words and the segmentation of ancient prose through repeated and various forms of reading. This also laid the foundation for understanding ancient prose. Basics; in the second lesson, I will focus on the interpretation of the text, aiming to guide students to understand the meaning of ancient texts, so as to learn the learning attitudes and learning methods of the three masters. The understanding is also to help students remember. Most students are You can reach the point of perfect chanting in class.

Second question: Does the homework assignment take into account students with different learning abilities?

Understanding and reciting these three ancient texts are the key points of this lesson. Students with strong learning abilities can complete these two learning goals in class, but a few students with weak foundations still need to consolidate them in their homework. Knowledge points, so I assigned two basic assignments: 1. Write the translations of these three ancient texts; 2. Neatly copy the three ancient texts. For students with strong abilities, these two assignments are relatively easy to complete, so I also arranged for them to collect other excellent learning methods of ancient people after class, which has achieved the purpose of expanding their accumulation.

5. Reflections on the Teaching of Reading by the Ancients in Lesson 24 of the Chinese Language Volume 1 for Grade 5. The text "The Ancients Talk about Reading" is the first intensive reading text in the last unit of the 5th grade volume. It plays a decisive role. . In this article, three famous scholars all introduce their own reading methods, and they all attach great importance to the accumulation of reading, but their emphasis is different. Moreover, the arranged content is far away from students’ lives, making teaching difficult.

1. Teaching effect

Based on the subject matter of the article and the cognitive status of the students, the teaching process I designed has achieved satisfactory results, which is summarized as follows:

1. Mobilize accumulation and approach celebrities.

In order to better understand the text and shorten the distance between students and the author, I designed a link for students to collect information before class. Let them be fully prepared: first, they can recite more than four famous quotes about reading that they know; second, they can look up the famous quotes and stories of three famous people, understand each author, understand the background, and be fully prepared for communication and thinking in the classroom. preparation.

Students have done enough homework during the preview, so they can speak freely during the pre-class communication session, and can also express some thoughts on the work and the author, which pave the way for in-depth understanding.

2. Be the best in reading and cultivate your sense of language.

The three parts of this article are divided into three levels when reading: The first level is to freely read the first part, which is a few famous quotes from "The Analects", read the pronunciation of the words correctly, read to each other at the same table, and help each other . You can let go and lead the reading. The second level is also the second part of the content. Guide students to read aloud with the help of pinyin, and accurately read the pronunciation of easily mistaken characters. Through model reading, read out the rhythm, read out the pauses, and read out the rhythm, so that reading can be enjoyable, stimulate interest in reading, and cultivate a hobby of reading ancient Chinese. . The third level is the third part. This level is half-supported and half-released. I first let the students read freely. After communicating and demonstrating in the group, I will demonstrate the reading aloud in the class and select reading stars to further guide the children to fall in love with reading. Read, fall in love with reading.

3. Collaborate to explore and understand the connotation.

On the basis of reading well, guide students to read with concentration, and use the prompts next to them to drive them to understand the connotation of each sentence. This link is intended to guide students into the text and solve their doubts with the help of the materials at hand. Afterwards, we communicated and collided in the group to make our thinking more accurate and to better understand the content of the text. Then let students observe the text content and summarize what the author focuses on in each part of the content? What did you learn? In this way, on the basis of perceiving the connotation of the text, another generalization ability training and speaking training are carried out, so that the Chinese class can truly reflect the role of the mother tongue.

4. Accumulate recitation and make reading cards.

Assign recitation tasks to the whole class, recite freely, compete with classmates in recitation, demonstrate recitation in the class, and select recitation experts. This link focuses on guiding students to recite quickly and accurately, laying a solid foundation for accumulating rich language. Then transfer the application and guide students to make quotation cards. The selected content is from this article and must be copied neatly. The students' hands-on practical ability has been well tempered.

2. Success

Although this article seems difficult, it has also achieved considerable success. For example: students' ability to read ancient Chinese texts has been significantly improved; making reading cards allows for the organic integration of hands-on practice and the extensibility of Chinese learning!

3. Shortcomings

Students’ learning is particularly important and their imagination has not been stimulated.

IV. Improvement Measures

If I read this text again, I will let the students try to create famous quotes about reading, so that my teaching will be more complete!

6. Lesson 24 of the first volume of Chinese language for fifth graders compiled by the Ministry of Education: ancient people talk about the success of reading teaching

1. Zhu Xi said: "Whenever you read, you need to read every word loudly. Don’t miss a word, don’t miss a word, don’t miss a word, don’t memorize a word far-fetched, just recite it several times, it will be naturally catchy and will be remembered for a long time.” The overall goal of the curriculum standards states that students should be “independent.” The ability to read, pay attention to emotional experience, have a rich accumulation, and form a good sense of language." Therefore, primary school classical Chinese teaching should focus on recitation.

The "curriculum standards" require "examining the process of students' memorization and accumulation." It can be seen that recitation is not only a method for primary school students to learn classical Chinese, but also the goal of learning classical Chinese. There are many ways to recite, the premise is "reading". This lesson uses various forms of recitation to achieve the goal of reciting the text by heart. On the basis of students' self-reading, they can read by name, read together, perform reading, compete in reading, etc. At the end of "familiar reading" is "reciting", students will naturally recite it and lay the foundation for continued learning in the future. Base. Long-term teaching theory and practice have proven that recitation is an important means of learning, especially suitable for the learning of ancient poetry. The poems you memorized in elementary school may never be forgotten in your lifetime.

2. Pay attention to the guidance and summary of learning methods of classical Chinese. After finishing the first part in the first class, students have a preliminary understanding of the methods of learning classical Chinese. Before studying in the second class, students should summarize the methods and let students study the second and third parts independently, so as to cultivate students' learning autonomy and initiative, and let students Better enjoy acquiring knowledge.

Disadvantages

1. Students are not prepared with necessary reference books, such as "Commonly Used Ancient Chinese Dictionary".

2. The preview tasks before class are not clear. Preview before class is very necessary. Students can first familiarize themselves with the text and collect some relevant information.

3. Wrongly believe that even if students cannot understand it, as long as they read and recite it well, they will naturally understand it over time. As for students, they are unwilling to understand the words, figure out the content, and even don't bother to read the annotations. As everyone knows, it is precisely this point of view that makes students' memorization efficiency very low. Even if they can barely remember, there are many typos.

7. Reflection on the Teaching of Lesson 24 of the Ancient People’s Talk about Reading in the First Volume of the Chinese Language for Grades 5 compiled by the Ministry of Education. For this lesson, I chose famous quotes about reading in The Analects of Confucius and famous quotes about reading in Zhu Xi's "Xunxue Zhaigui". The two articles selected for this class are both classical Chinese, so I focus on students' reading aloud in the class. I use various methods of reading to make students interested in classical Chinese, and then teach through group cooperation and inquiry.

1. Focus on reading and promote understanding through reading

There is a huge gap between classical Chinese and modern Chinese. Fifth-grade primary school students have certain difficulties in understanding classical Chinese. Therefore, in class, I first ask students to read the text correctly with the help of Chinese Pinyin, and do not emphasize that students can read fluently, because it is impossible for students to read sentences fluently without understanding the meaning of each sentence. Next, I guide students to read the text and compare it with the notes to understand the meaning of the key words in each sentence.

2. Group communication and cooperative learning

First, let students mobilize their existing knowledge and experience to try to express the meaning of each sentence in their own words. Then communicate in the group. Let students realize in the process of group cooperative learning that when they encounter difficulties in learning, only with the help of collective strength can they solve the difficulties with half the effort and acquire more knowledge. During the process of students' group cooperative learning, I conduct inspections and provide timely guidance. Although the teacher is the designer and guide of a lesson, he is also the puzzle solver in the students' learning process. However, the teacher must not go overboard and use the full-class method to complete the teaching of classical Chinese, because if he does that, the teacher will be exhausted after the class and the students will become drowsy. As a result, they will learn nothing and no method will be used. Didn't remember. Even if one or two students remember a little bit, it is just parroting and there is no way to master the learning method of learning classical Chinese.

3. Share reading experience and exchange reading methods

After the group cooperative learning session, I organized a whole-class communication session. This is to let everyone Take out the learning gains in your group and share them with your classmates. Finally, students are guided to contact their actual learning experience and learning situation, and talk about their gains and inspirations from studying this course. Then inspire students to think about what they should do in their future study life in order to improve their learning results. The shortcoming of this class is that the guidance for individual students is not detailed enough, and I hope to improve it in future teaching.

8. Lesson 24 of the first volume of Chinese language for fifth grade compiled by the Ministry of Education. The learning objectives of "The Ancients Talk about Reading" taught by Mr. Xie are reasonable and meet the requirements of the teaching routines of various subjects in Wenzhou primary schools. . The important and difficult points in the class are clear, and the key and difficult points are emphatically implemented in class. This lesson first introduces Su Shi's famous sayings on the chapter page, which is in line with the theme. The teaching process has clear teaching ideas, embodies "learning first", allows students to have a sufficient learning process, and highlights students' "listening, listening, reading and writing" and other language element practical activities.

The teaching section of this course is clear, and Teacher Xie has designed three learning activities. Activity 1 allows students to self-study the text, learn new words independently, and understand the text with the help of annotations. Activity 2: Reciting ancient prose, allowing students to practice recitation through various methods such as self-reading, reading at the same table, reading together, etc., giving students enough time to practice reciting ancient prose. Activity 3: Learn and recite the first ancient text. Let the students learn the first ancient text on their own first, and then the teacher will guide and clear up any doubts. Help students recite the first piece of ancient Chinese literature by filling in the blanks with words and memorizing sentences according to their meaning. The three activities are well designed and progressively more difficult. Effectively help students learn, understand and recite ancient prose.

9. Lesson 24 of the first volume of Chinese language for fifth graders edited by the Ministry of Education: The Ancients Talk about Reading and Commentary Lesson Draft Today, Teacher Zhu taught Lesson 25 first.

First, Teacher Zhu asked students to observe the differences in the text. This text consists of three parts. The first part is three quotations about reading selected from The Analects of Confucius, the second part is Zhu Xi talking about reading, and the third part is Zeng Guofan talking about reading.

1. Simple learning part one: read the correct pronunciation.

The quotations in the Analects of Confucius are familiar to the students. Teacher Zhu did not focus on learning. After the students read them, the teacher corrected the pronunciation. For example, "zhi" is the same as "wisdom", which is a tongjia character. Let's briefly introduce the tongjia character; "shi" is pronounced zhì, which means to remember. Focus on studying the second and third parts.

2. Focus on learning Part 2: reading to promote teaching and learning from each other.

1. Introduction to the author. Teacher Zhu gave a brief introduction to Zhu Xi’s life. According to the author’s era, he found that his articles were close to vernacular, and he wrote many articles about reading methods.

2. Various forms of reading. In the study of classical Chinese, teachers’ model reading is very important. Teacher Zhu first modeled the reading and asked the students to read sentence by sentence. Then he demonstrated it completely, asking the students to pay attention to the pauses and emphasis. Then he asked the students to imitate the teacher and read it completely. Finally, they picked up the book and read it together. The reading guidance has a slope, and the teacher's model reading brings the students closer to the ancient poems and articles, and reading promotes speaking.

(In my own teaching process, for first-grade students, reading demonstrations are also very important. I will also ask students to listen carefully to the teacher’s pauses and stress, and ask the young teachers to imitate and lead everyone. Reading, guiding students to discover, is much more effective than the teacher's mechanical emphasis, and it will also teach students to be smart. This is the effectiveness of reading to promote speaking, and Chinese classes should be full of books.)

3. Students answer each other’s questions. After reading, Teacher Zhu asked two open questions: ① What did you not understand? ②What did you understand? These two questions may seem simple and casual, but they are cleverly designed. First, let students learn to read, think, and bravely ask their own questions; then let other students who have understood the text answer questions, and the teacher only provides slight corrections and guidance. Teacher Zhu once said that letting students teach students is more effective than teachers teaching. Indeed, during the in-depth process of these two questions, the questions raised by the students were answered by other students one after another.

(This is something new teachers can learn from. Asking a few mysterious questions in class, "Have you discovered anything?" can instantly attract students' attention and make them think. Get up. For example, when I teach the lesson "Heaven, Earth, and People", I put "you, me, and him" together and mark the words "you and him" in red and let the students discover that they will find that these two words are included. Next to a person, they are all related to people; when the two characters "he" and "地" are put together, the students find that these two characters have the word "ye", but the part on the left is different. Guide the students according to the different radicals. Understand the meaning of words to carry out effective word literacy and dialectics)

4. Read the words thoroughly and understand them deeply. In class, through repeated readings and exchanges of questions and answers, teachers use fill-in-the-blank methods to help students accumulate knowledge efficiently.

Next, Teacher Zhu guided the students to discover: Did the ancients use any special sentences when they wrote articles? The students immediately discovered the rhetorical question "Now that the heart is there, how can the eyes and mouth not care?" Teacher Zhu asked the students to try to change it into a declarative sentence, and the students changed it very well, such as: "When the heart is here, the eyes and mouth will be there." "When the heart is here, the eyes and mouth will be there." etc.

Finally, Teacher Zhu asked: Why is it said that “among the three times, the heart is the most anxious”? Ask students to talk about it based on their own experiences and experiences. Here, students' life experience is mobilized, so that the principles of reading discussed by the ancients can be more deeply rooted in students' hearts.

3. Study Part 3: Create situations and grasp the core issues.

1. Introduction to Zeng Guofan.

2. Teachers’ model reading, students read aloud in various forms.

3. Eliminate difficult words and phrases and understand the meaning in the situation. The word "gai" is a modal particle, which means starting to speak. The most difficult thing to read is "Those who have knowledge know that knowledge is endless and dare not be content with just one thing. They are like He Bo looking at the sea, like a well frog looking at the sky. They are both ignorant." Two examples are given: He Bo looks at the sea. The frog at the bottom of the sea and well. Teacher Zhu asked students to interact with him and act out these two stories in the form of dialogue. This is the most dynamic part of the classroom. Students are immersed in the situation and understand better what an "uninformed person" is.

4. Get to the core and ask questions. Here is the process of the teacher from supporting to letting go, and it is also a place that reflects the growth of the classroom. When teaching the second part, Teacher Zhu asked, "Why is it said that among the three, the heart is the most anxious?" Here, the teacher guides the students to imitate and ask a core question about the content of this part.

This question is for more advanced children. The student really caught the last key sentence and asked "Why are these three indispensable?" leaving a perfect question mark for this lesson.

(In class, I often ask students: Why do I do this? Why do you think the teacher uses this color to write?) and other questions. These questions will allow students to change roles and experience the author's writing. Thinking, understand the teacher's design ideas, and thus exercise logical thinking ability)

9. "The Ancients Talk about Reading" lesson 24 of the first volume of the fifth grade Chinese version compiled by the Ministry of Education is taught by Teacher Ma. The teaching of each class has two outstanding advantages:

First, the teacher is good at encouraging and praising students. Teacher Ma's language is humorous and the whole class atmosphere is relaxed and pleasant, which everyone can see and hear. Teachers respect students' dominant position and listen carefully to students' answers and opinions. Cherish students’ unique feelings, fully appreciate and pay attention to students’ every success in the learning process, and use motivating language to encourage and awaken students’ confidence in active participation. Therefore, students in this class have a strong interest in learning, and teachers and students cooperate well. .

2. Use the teaching method of focusing on key paragraphs to guide students to accumulate, feel, and experience the beauty of language and form, and learn to read to implement this teaching difficulty and key point. In this part of the teaching, for the key paragraphs, students make choices while reading the text, think and answer, and through taste of the key words and sentences, self-reading and self-understanding, which permeates the core "people-oriented" concept of the new curriculum standard. Guide students to master the method of using arguments to demonstrate arguments.