On May 12, I finally finished the first open class of the teaching-research integration series between the two campuses, and I felt relieved. Looking back at the process from preparation to revision, to trial lessons and presentation, I gained a deep understanding, which enabled me to continuously improve and grow my ability to interpret textbooks and classroom teaching. It left a special mark on my teaching career and also increased my ability to interpret textbooks and teach in class. A heavy harvest.

I remember that in 2016, on behalf of the primary school section of Shi Yan Public School and the Central and Canadian Section, I went to Chu Ching Yin Primary School in Hong Kong for an exchange and seminar. I led a reading class to the students of Chu Ching Yin Primary School.

That was the third time I took on the task of conducting an external seminar. But that time was a little different. The professor’s students were children from Hong Kong. I learned that they had never come into contact with the PEP textbooks and that classes were all taught in Cantonese. I was extremely worried: How can we communicate like this? Which grade of textbooks should I choose that are more in line with their Mandarin proficiency? All classroom presets may not be carried out due to poor communication... When I thought of this, I picked up the textbook again and again, and repeatedly considered every link and transitional sentence in the design of the lesson plan, trying to make the content as complete as possible. Easy to understand, the language is concise and clear, and the instructions are clear and clear. I even thought that I should seize the time to learn Cantonese so that I can understand at least a few sentences and avoid embarrassment and awkwardness in class due to language barriers.

Although I was thinking this way, I couldn't help but feel anxious in my heart. Until the moment I got in the car and drove on the flat road leading to Hong Kong, my mind was playing back every sentence imprinted in my heart over and over again like a tape recorder, presupposing every answer from the students, and I still felt uneasy.

The difference between this time's teaching and research *** open class is that it is facing all Chinese teachers and leaders from Xiangmi and Bihai, and the students in the class are students from the Bihai campus. Language communication It’s not a problem, and we are in the same grade. The only thing that makes me a little uneasy is that I don’t understand the academic background of Bihai students. How are their language expression and thinking agility? What is their knowledge reserve and cooperation? All unknowns can only be finally answered in class.

Let go of the unknown and uncertainty and prepare what I can prepare.

The first is course selection. Although the midterm exam is about to take place, we have already taught the fifth unit, leaving only units six, seven, and eight to choose from. Taking a closer look at the Chinese elements of these three units, the sixth unit is to cultivate thinking ability, the seventh unit is static and dynamic description, and the eighth unit is to experience interesting language. The training objectives of each unit are different: understanding the thinking process, experiencing static and dynamic descriptions, and experiencing humorous language. I'm a little torn, should I choose the clever "Young's Son" and the vivid plot "Diving", or the peaceful and harmonious "Random Country"? With questions, I asked Teacher Chen, the head of the teaching department, to give me some advice. Teacher Chen recommended that I try "Tian Ji Horse Racing". The article is short and closely related to the theme of the unit. It is a very suitable sample article for cultivating students' thinking ability.

This text "Tian Ji Horse Racing" is not unfamiliar. I have listened to open classes and taught them two or three times, but when I saw that the theme of the unit was to cultivate "thinking skills", I became a little scared. How can such a relatively abstract concept be implemented in classroom teaching? How to develop new ideas on old texts? For me, an "old" teacher, this is a completely new test and challenge. I think I can give it a try.

The next step is to carefully study the teaching materials and determine the teaching goals and process.

There have been some changes to the "Tian Ji Horse Racing" in the Ministry of Education textbook. The two horse races in the old textbook were changed to one, and the characters' demeanor and language descriptions were also deleted. The process of Sun Bin making plans and changing the order in the story is presented more clearly, directly pointing to the theme of the unit. The after-school exercises clearly point to the teaching goals and training focus: telling stories, marking diagrams for drawing competitions to understand the thinking process, and recommending stories about extracurricular reading strategies.

How to visualize thinking? How do you feel about Sun Bin's meticulous observation, careful analysis and his strategic talents? How to teach depth of thinking from this simple and easy-to-understand text? Come to think of it, I really don't know how to start.

Teacher Yu Yongzheng once said: When preparing lessons, you must first prepare to read aloud, read the text carefully three times or more, and prepare for the "hidden" things in the text. I first read the text from beginning to end and then carefully read the after-class questions several times, and then carefully browsed the "Teaching Reference Book", and I had a vague clue in my mind: Sun Bin was confident, changed the order of the horses, won Contest. It seems like a simple change of order, but if you think about it carefully, you will find that the game can be won by changing the order only under the premise that "the horses have similar foot strength and are divided into upper, middle and lower grades". So, what will happen with other sequences? Is this the best way to reverse the order? The diagram for the second question after class requires students to connect to the diagram after understanding the text. This question directly points to the students' thinking, and presents the thinking process in the form of graphic connections. Isn't it the embodiment of visual thinking? Can the problem just now be presented using this kind of visual diagram? How many possible ways to reverse the order are there, and what are the results? If all are in the form of tables for students to fill in while thinking, it may allow students to understand Sun Bin's thinking process more clearly and intuitively.

Teacher Wen Rumin’s 24 suggestions for Chinese teachers said: The goal of the Chinese subject is not only to improve the ability to use language, but also to shoulder the mission of cultivating thinking ability, aesthetic ability and cultural inheritance.

Thinking training, especially critical thinking, should be added to teaching.

My lack of logical thinking ability has always been a shortcoming of mine. When encountering such a situation, I feel a little bit confused and confused. Zi Yue, who was in the same group, helped me design the table, carefully listed all the possible matchups, and wrote down the results one by one. In this way, if we change the order, we will all lose, and only Sun Bin's method can win. My thinking suddenly became clear: Only Sun Bin’s method can win! Isn’t it just in this process that students’ thinking has conflicts and conflicts, and the thinking process is presented in the form of icons, and then they discover the wisdom of Sun Bin’s careful observation and analysis?

In addition to Sun Bin, although there is not much written about Tian Ji and King Qi Wei in the article, they are also important figures in "Historical Records". After finding the original translation and reading the related stories of the two characters carefully, I found that there are many admirable things about the two characters: Tian Ji trusted and appreciated Sun Bin, so there was the famous story of "Surrounding Wei and Rescue Zhao" in history. King Wei of Qi cherishes talents and appoints people on their merits, which is why Sun Bin has the position of military advisor, Tian Ji has the demeanor of a general, and the story of often horse racing with Tian Ji happened. In the article, Sun Bin loves to think, is good at analysis, and is resourceful. Aren't King Wei of Qi and Tian Ji also talented people? Thinking of this, the last part of the design is ready! Let students appreciate and evaluate the three characters in the article, introduce extracurricular stories about strategy at an appropriate time, and use open-ended questions to exercise and stimulate students' thinking quality again. As long as students think about it, they will definitely gain something, and answers and analysis will be effective. thinking.

After thinking about the second half, the introduction at the beginning of the course and the overall perception of the content of the article are still unresolved.

Facing unfamiliar students this time, how to capture their attention and points of interest faster and more efficiently in the introduction process may be the key to the success or failure of this class.

I remember teaching the lesson "The Ancients Talked About Reading" last semester. I introduced a set of famous quotes about reading in the form of dynasty changes from ancient times to the present, and the results were very good. Suddenly my mind brightened, and I simplified the complex and closely followed the theme of the unit. I found a poem or famous saying related to the quality of thinking and introduced it. I presented it again at the end of the class and echoed it from beginning to end. Is it possible to achieve one chant and three sighs, and moisturize things silently? The effect?

Now that the beginning and end of a lesson have ideas, how can the most nutritious and thought-flowing "belly" be presented in a full and plump way!

Students in the upper grades have gradually mastered the ability to memorize, write and understand words, and can summarize the main idea of ??an article in concise language. The focus of teaching should be on understanding the thinking process, acquiring thinking ability, and feeling the quality of thinking. Then there is no need to read, read and summarize? I think it's negative. The acquisition and skilled use of each learning ability are gradually formed through repeated and gradient training. Use old knowledge to build a scaffold for learning new knowledge, and knowledge and skills will become stronger.

Take a closer look at the new words in this lesson. The most difficult to write and the most error-prone is the word "win". After looking up Shuowen and Jiezi and understanding the word theory, based on past teaching experience, I think these are not enough to help students deeply understand the origins and meanings of words. Why is it composed of these five single characters? Is there any deeper meaning? With these thoughts in mind, I once again searched for information on the interpretation of the word "win", and suddenly my eyes lit up! "Death" refers to the courage to sacrifice, "Kou" refers to being good at communication, "Yue" refers to accumulation over time, "Bei" refers to creating value, and "Fan" refers to being willing to be ordinary. Each of these five words has its own profound meaning. Put together, isn't it the best annotation for the word "win"? What a wonderful interpretation!

I identified the word "win" as the key Chinese character to interpret. How can we use this word to introduce more words, then introduce characters, and summarize the content of the story? "Being confident" and "making suggestions" make me feel very good. Which link can be more conducive to understanding the character's quality is also a question.

I remember that when Teacher Chen taught the lesson "The Destruction of the Old Summer Palace", words appeared in groups, from reading aloud to understanding, from words to sentence segments, cleverly effectively connecting and integrating the sentence segments and the content of the article, invisible and Silently, it is both in-depth and invisible, allowing students to use the scaffolding of words to sort out the main idea of ??the article.

I want to give it a try too. Therefore, after the introduction, three groups of words were presented, and after the reading was accurate, the three characters were read out, and a story was told around the three characters, and the word "win" was derived from the outcome of the story.

Messy thoughts were flying, but there was clear logic in my mind. After sorting out the teaching design, there is a trial class.

I specially invited Teacher Chen to help guide and solve problems. Sure enough, the ideal is beautiful, but the reality is cruel. By default, the process of students filling out the two-side competition form took a long time because the instructions were not clear. In the last step, students did not have enough time to analyze the characters, and the effect was greatly reduced.

Teacher Chen helped me analyze each step and gave detailed and specific suggestions and guidance. The design of the word "win" is a highlight and can be used as the main line of this article. From understanding to understanding, from understanding new words to understanding the text, from understanding the text to understanding the characters, from understanding the characters to evaluating the characters, the main line is clear and runs through it with the word "win" Full text, and finally raise a question: Who is the real winner in the story?

This question is really the finishing touch. Isn’t this another tipping point in thinking? Students need to think deeply, organize language, and have certain thinking qualities and knowledge reserves. I revised the lesson plan again word for word, and the picture of ideas in my mind became clearer and more three-dimensional.

With a complete teaching process in your heart and mind, refined guidance language can be the icing on the cake. Write down every sentence, keep it in your mind, replay it silently on the way to work, whisper it quietly while taking a shower, close your eyes and recite it silently before going to bed, and replay every process and every guiding question over and over again. This has always been a must before taking open classes. When I was young, because I couldn’t speak, I was afraid of messing up on the spot; now, I have some experience, but my brain is not working well, and I am afraid of forgetting what the next link is.

In short, prepare the lessons, prepare the students, and prepare the links and procedures in your mind. When you get on the podium and the bell rings, you will only have students and the classroom in your eyes and heart. You can teach calmly and confidently. .

These two seminars and demonstration courses were successful for me. In my career and teaching practice, I will continue to hone and improve, continue to think and learn, continue to practice and reflect, continue to improve and grow, let myself continue to challenge the unknown and unfamiliar, and make my professional abilities and qualities break through bottlenecks and go far.