In Professor Li Huaping's "The Charcoal Seller", the teaching goals are obvious in each classroom activity. In the classroom activities, you can learn language, taste language, understand language, and then use language. This class is divided into five activity sessions.
Activity 1 communication preview. There are always two problems with this activity. Through the first question "How did you preview?", Professor Li helped the students learn some learning methods, such as: understanding the poem by referring to the annotations, looking up the dictionary to understand the meaning of the word, looking up the information to understand the author, and going online to understand the general idea of ??the poem. wait. Moreover, these methods are not instilled into students by teachers, but obtained through students' own learning experience. Everyone learns from each other and masters more learning methods. The second question is "Find two or three important classical Chinese words that are most easily overlooked by classmates." In this way, students can find and overcome the pronunciation that students often make mistakes in the article, and the meanings of words and sentences that they do not understand. Through personal teaching practice, I found that the difficult things that teachers think are the key points are not necessarily the difficulties of the students. Even if they are the difficulties of this student, they are not necessarily the difficulties of that student. Therefore, students should solve the actual difficulties encountered in their studies according to their own learning situation. This "learning" is real "learning" and truly returns learning to students, rather than the teacher's wishful thinking.
Activity 2 Retell the story. "Retell the story in detail based on the preview, listen one by one, and provide corrections and supplements after listening." This question designed by Professor Li may be used by us in class, but if we look at this question carefully, You will find that Professor Li has set up such an ordinary question very accurately. It seems ordinary, but in fact there is a "Tao". I might just retell the story in my own words. Look at what Professor Li said about "in detail", "one speaks, one listens", and "gives corrections and supplements". These three modifiers may seem insignificant, but they are actually very useful. "Detailedly" actually refers to the key points of the text. Words and key sentences mean the review and reinforcement of learning in the first preview activity. "One speaks, one listens" is a process in which students correct, learn from each other, promote each other, and optimize each other. It is a reinforcement of the basic knowledge of the text. Powerful implementation. This design can be said to be a "big stir-up" of the pronunciation, meaning, and poetry content of the text. It can be said that it is perfect!
These two activities are still the basic content of poetry learning. But if this foundation is not laid well, it will feel like you are dragging the students to run, and the students will not perform well later. They are just swallowing the juicy stuff. Because if you can’t chew it thoroughly at the front, you will definitely choke and be unable to digest it later. Professor Li has obviously laid a solid foundation.
Activity 3: Perspective story. Two questions: "Did you see the charcoal seller ()"? Understanding of character and other aspects. This is a step forward on the basis of the first two learning activities. The question "Did you see a () charcoal seller" is a personal understanding of the story. Communication is also a reflection of students' individualized understanding. With these two questions as a basis, "creating another title for the poem" is an expression based on the students' previous understanding! There are gradients and interconnections, which is really admirable!
Activity 4: Comparing stories. In fact, most teachers only design the first three activities, because this has basically achieved teaching. However, Professor Li did not want to stop at this. Based on the previous three activities, he pushed the class further and gave students a certain understanding of not only this work, but also literary creation - —That is the "typification" of literary creation. What is the purpose of typification? "Typification is more targeted, more capable of revealing the essence of things, more critical, and more able to arouse readers' enthusiasm. "Then students not only understand the content of the poem and the ideas expressed in the poem, but also have a deeper understanding of the author's creative purpose and why he created it this way. I want to see this link, not only the students, but also the teachers listening to the class Your eyes will definitely shine, and your professional knowledge will be improved.
Activity 5 continues the story: "The charcoal seller finally burned more than a thousand kilograms of charcoal, but was brutally plundered by the palace envoy.
He took the shabby silk cloth given by the palace envoy and trudged towards Zhongnan Mountain step by step... In what state would the charcoal seller be walking back to Zhongnan Mountain, and what would he be thinking about writing? What would he do? "This link is based on the fourth link and is a small creation based on a certain understanding of the "typification" of literary creation. It leads students to a certain height and at a certain height. Making creative attempts is another combination of reading and writing, and another practice and improvement of students' understanding and expression.
Looking at Professor Li Huaping's class, I think it can be summarized in these few sentences. : Students’ learning is improving steadily; the activity design is interlocking and layered; the teaching concept is based on student-led improvement. I was very excited after watching Professor Li’s class and benefited a lot. It’s a pity that I was stupid. Si Zhuo pen cannot express it thoroughly, but can only briefly describe it, which is not a good lesson.