Narrative Case of Chinese Education in Junior High School 1 By studying the content of Good Classroom-Teaching Strategies, I reflected on my classroom teaching: How to make students learn actively and independently in the classroom and really achieve practical results? This requires teachers to have teaching strategies.
For example, in the usual teaching, I found that when I asked questions in class, in most cases, a few students bowed their heads and said nothing. I'm confused. Sometimes, in order to take care of all the students and understand their study, I can still call them by their names. Whenever this time, I feel that they are very scared and the voice of answering questions is very small. After class, I asked these students why, and they said, "I don't know if I can answer the teacher's expected answer", so I dare not answer, because this fear leads to blushing, incoherent and even stuttering.
Later, I found that in order not to experience the unbearable embarrassment and shame, these students tried their best to get all kinds of teaching reference books and memorize the above questions and answers. It can be seen that many mistakes in education are mostly due to improper handling of "mistakes" and many mistakes in teaching management are also due to improper handling of "mistakes". If it is not handled properly, both teachers and students will be injured. Only by firmly establishing the concept of "mistakes are resources", adhering to the love for students and education, relying on rich knowledge reserves and professional basic skills, keeping a cool head and calmly cultivating teaching wisdom, can we truly realize the harmonious development of three-dimensional goals of education and teaching: knowledge and ability, process and method, emotional attitude and values. Maybe you can turn decay into magic!
Mr. Lu Xun's "Kite" is a text in Unit 5 of the first volume of Grade 7. When teaching this text, on the basis of students' autonomous learning, I put forward such a question for students to think about: "Did I tear up my brother's kite?" A student immediately raised his hand and said eagerly, "Yes, this shows my love for my brother." I then asked, "Why is tearing his kite' love'?" ? The student naively replied, "Because my brother loves to play, it is not good to fly a kite." I then asked, "What's wrong with flying kites?" The student replied with a smile: "If you delay your study and get poor grades, you will not have a good job in the future, so you have to go out to work." I didn't deny his answer, but smiled and said, "Oh. It seems that this can really reflect my brother's love for my brother. Please sit down. "
Obviously, this student's speech is completely opposite to the theme and thoughts and feelings expressed in the article Kite. But I still talk to students patiently and let them express their ideas. Here's a problem. What should students do as teachers when they have obvious improper interpretations of the text? In my opinion, this treatment is appropriate and reflects the wit of classroom teaching. Because the reading object is the students who have just entered the first grade, their thinking can't reach the depth of the text, and they don't have Lu Xun's profound understanding of society and life. There is no need to force him to reach such a depth. With his rich life experience, he will surely wake up. On the other hand, I tore my little brother's kite because of "love", but my understanding of love is wrong and the method is improper. Besides, this classmate's views really have a market in the current society. If you want to explain this problem clearly in class, it is probably a thankless thing, and the teaching focus of this class will deviate and the teaching task will be difficult to complete. More importantly, it is necessary to carefully protect students' speeches and cultivate students' mentality of daring to speak, expressing their views and being confident. Only in this way can students actively participate in learning and improve the efficiency of classroom teaching.
A situation, a question, a message and a mistake in classroom teaching are all valuable teaching resources. For these teaching resources, we must search them quickly, classify them effectively, and determine the most appropriate disposal strategy, which is based on the teacher's love and his teaching wisdom.
Narrative Case 2 of Chinese Education in Junior High School When discussing the teaching design of two poems, the unanimous opinion of our preparation group is that these two poems are of great educational significance to students, but they can't really understand them yet because they have no or no such experience at all. But just like the Analects of Confucius, which we ask students to recite, we don't understand it now, but it will be of great help to them in the future as their life experience grows. Therefore, I think the key to teaching these two poems is to guide students to be familiar with the contents of the poems, which can be extended to some extent, so that the spirit of the poems will leave a deep impression on them and achieve the original intention of teaching these two poems. In short, it is to close the distance between students and poetry, make them feel close to poetry, and try to connect with their own lives.
In my opinion, the teaching scheme of "If Life Deceives You" designed by Mr. Yu Yingchao grasps the key of this course and can be used as my main teaching scheme. I also basically design the teaching of this course according to this plan. In the actual teaching process, according to the actual situation of students, I added some interpretations of poetry. I emphatically interpreted the sentence "What has passed,/will become a kind of nostalgia". I ask students to list three different times mentioned in the poem and the living conditions they represent. "Now"-melancholy and disappointment; "Future"-full of hope. When we go into the future hopefully and finally succeed, "now" becomes "past", and that experience full of melancholy and disappointment becomes the most precious experience in our lives. In order to help students understand, I first showed another translated poem: "Don't be sad, don't cry/In that melancholy time/There is a watch/Because we believe/Happiness will come/Today/This is only a temporary haze/Everything will disappear/be lost/become good". Let students compare the "present" and "future" in the two translated poems. When guiding students to understand the sentence of "cordial nostalgia", I asked them to read the last paragraph of "The Ugly Duckling" again and let them think about what the ugly duckling would think of his experience when he was still an ugly duckling. At this time, if you contact the word "kindness" in another translation, students will understand this sentence clearly. At this time, I inspired my classmates, whether there will be unsatisfactory things and troubles in our lives. Maybe we won't experience such great hardships like the ugly duckling, but troubles are inevitable, and this poem is for us to read in troubles. The poet advised us to look to the future, but it is still inseparable from our efforts to reach the future now. So I made a poem "If you cheat life" to let the students know how to correct if you make a mistake now.
After quoting Gong's poem If You Deceive Life, I added Song of Tomorrow: "Tomorrow is tomorrow, how many tomorrows are there? Tomorrow will never come. Worried that tomorrow, the world will go to Qiu Lai as a veteran in spring. Watch the water flow eastward and the sunset at dusk. What will tomorrow be like in a hundred years? Please listen to my song tomorrow. " "Today's Song": "Today is today, and today is so rare! Not today, when? Life is a hundred years today, today is not a pity. If we wait until the Ming dynasty, there will be something in the Ming dynasty. Talk to you about today's songs and try to start today. " Ask the students to find out the similarities with the palace poems, and add that Pushkin's purpose in writing poems is not to make people not pay attention to today's efforts, but to look at the long-term without getting tired of today's melancholy, but to get a truly beautiful future. We still can't do without down-to-earth struggle today. By supplementing poetry, I try my best to make students have a more comprehensive understanding of the content of poetry. I think it might be better for students to talk about their understanding in combination with their own life practice if they have more time.
When teaching The Road Not Taken, I still take reading as the main teaching method, interspersed with my interpretation of poetry. When reading the first section, I especially pointed out the environment of "Huangshulin". The students noticed that this was the scene of autumn. I quoted a sentence from Cicada: "In the sunset, I think of the color of autumn wind", emphasizing that this environment indicates that time is in a hurry and life can't wait, so we must make a choice. When I was reading the second verse, I showed you a poem translated by Bai Fei: "I took the second verse, which is not bad,/and perhaps more worthwhile,/because it has too much grass and is short of people to step on;" /However, this is difficult to compare. /The degree of stepping on the two roads is similar. " Combined with the original text, it is pointed out that this article abridged the original poem. I asked the students to compare the differences between them. The students found that the text emphasized the poet's adventurous spirit, while the original poem emphasized the difficulty of choice. I asked, why is it so difficult to choose? Students naturally find from the third and fourth sections that once they choose, they can't go back on their word and everything will change, so I transition to the interpretation of the third and fourth sections.
When reading the third sentence, I once again showed Bai Fei's translated poem: "Although I understand that the road is connected with the road", compared with the text, I translated the poem: "But I know that the road is endless". I also asked the students about the difference between the two, and the students also noticed that Bai Fei's translated poems emphasized that there would be more choices in life. I quoted the story of Yang Zhu's "dying in a wrong way" in Liezi, and pointed out that thousands of years ago, philosophers in China had realized that the road of life was full of different choices, and each choice would affect the direction of our life. Yang Zhu advocates not making choices, but how can this reflect our life value? So, I conclude here that choice is inevitable, and no one can clearly understand the consequences of choice, but we must make a choice, otherwise we can only waste our lives in a hurry. When reading the fourth section, I also emphasized the important role of choice in life. I showed the students the last sentence of the original poem: "This makes everything different". By comparing the texts, we can find that what the poet said can be literally translated as "everything is different", can be understood as his own life, and can also be understood as everything related to himself, which shows the important significance of choice to our lives. However, as long as we dare to make choices, our life will not lack luster. We can't know where the end of life is, but we can make this process as regretless as possible.
There are different ways to understand philosophical poems, as long as the main idea does not deviate. Therefore, the purpose of presenting different translations and quoting the original text is to make students think from different angles as much as possible, and to think in connection with their own experiences as much as possible, so as to be more familiar with the contents of some poems and leave a deeper impression.
The third narrative case of Chinese education in junior high school, Father's Flowers Fall, is taken from the last part of Lin Hailin's Old Stories in the South of the City. The original title is "My father's flowers have fallen, and I am no longer a child". As can be seen from the title, the hero has experienced so many things in life and finally realized that he has grown up when his father died. The article takes the ups and downs of the protagonist's ideological trend as the narrative main line, sometimes recalling the present and sometimes recalling the past. Rich in content but not procrastinating, events are staggered but not messy. The article focuses on dad's deep affection for himself and his desire to grow up and be sensible. The writing is deep and moving, so that readers can vaguely see a pair of tears shining behind the curtain of the text.
Childishness is full of sadness, and innocence contains melancholy. Therefore, when teaching this text, teachers often focus on understanding the characters and emotions in the text. In fact, this article is also extremely exquisite in structure. It is precisely because of its wonderful structure that the content of the article is well supported and the emotional expression of the article is vividly expressed. After careful study, at least the following wonderful places can be found:
First, unique and vivid interpolation.
Articles are sometimes written in the present and sometimes interspersed with the past, but every time I recall the past, it is triggered by the present and seems to be ups and downs. The article starts with the pink oleander on the skirt, and leads to the situation when I went to the hospital to visit my father the day before. By recalling what her father said when he visited the doctor, especially telling her not to be late, she could not bear being punished by her father for staying in bed six years ago, and she was never late for school in the future. Judging from the bell in the auditorium, she thought her father would not come. Her thoughts fluctuated, thinking of her father's illness, thinking of his inability to take care of flowers because of illness, and thinking of his love for flowers. Before I finished thinking, Director Han made a speech, and we sang a eulogy, which reminded me that many people are looking forward to growing up, and then recalled that my father asked her to go to Dongjiaominxiang Zhengyin Bank to remit money to Uncle Chen in Japan. Finally, after graduation ceremony, I looked at the flowers scattered in the yard. When she heard Lao Gao's words, she clearly realized that her father's flowers had fallen and she had grown up. It can be seen that this article takes the ups and downs of the protagonist's ideological trend as the narrative main line, takes reality and memory as the narrative main line, and reality leads to memories.
Second, the two lines are parallel and shine together.
The first novel runs through the whole novel with flowers as the clue (starting with flowers and ending with flowers, and mentioning flowers many times in the middle-because my father likes flowers, flowers remind the author of my father.
Dear, at the same time, flowers have become a symbol; Flowers, as a potential clue, run through the whole novel, making the events staggered and not messy. Second, the graduation ceremony "The two lines reflect each other, which is not only conducive to the development of the plot, but also makes the two characters clear." (Zhang Baidong)
Third, the article is written implicitly, and there are foreshadowing everywhere.
There is no positive writing in the article that dad is dying, but there are many hints in the article. For example, when I first recalled visiting my father in the hospital, my father once said, "Without a father, you should take good care of yourself, your brother and sister. You have grown up, haven't you? " This is a foreshadowing. For another example, when the graduation bell rang, I suddenly thought of my mother and father, wondering "why my mother's eyes were red and swollen this morning", suggesting that my mother was very aware of my father's illness and knew that he would die. After the graduation ceremony, I'm afraid it's a hunch to rush home. "I'm urging myself, as if I'm afraid I won't catch up with anything." (4) Write that when she entered the room, she saw "a few factions hanging down from the oleander next to her, which is very shameful", which is a metaphor for people with flowers, pushing the pain of losing their father to the extreme. From the "pink oleander" on the chest to the death of the father who loves flowers, the article is full of foreshadowing and takes care of everything. The gloomy atmosphere and the pain of losing his father have been hanging over the full text.
Fourth, multi-angle contrast.
This article adopts a contrasting structure in many places, which is reflected in the following aspects:
1, the foil of two farewells. One is the graduation ceremony of "I", the departure from teachers and classmates, and the other is that my father left "I" forever. The first is birth and separation, and maybe we can meet again in the future; The latter is death, which is the eternal separation of Yin and Yang. The couple
The contrast between "Where Are You Going?" makes readers feel deeply sad.
2, don't want to grow up and have to grow up. How afraid I am of growing up at the graduation ceremony! However, after hearing the bad news of my father's death, "I" said to myself: "Yes, I am old here, I am a grown-up." "My father's flowers have fallen, and I am no longer a child." A teenage girl, full of naive fantasies, it's time to have fun everywhere. However, the death of her father and the cruel society forced her to shoulder the heavy burden of life with her tender shoulders, and she had to "grow up" at once. Such a sharp contrast has taught people how to read this article without sentimentality and how to have deep sympathy for Xiaoying's growth.
3. The contrast between Xiaoying's calmness and her younger brother and sister's ignorance. When "I" was reciting the words that I had grown up, "Thin Chicken Girl" was still holding Yan Yan's gadgets, and my brother was pouring sand into the glass bottle. In contrast, this "growing up" is so helpless and so sour.
It can be said that Lin is an outstanding "architect". It is she who designed such exquisite architecture for the "house" of "Daddy's Flowers Fall". Coupled with the deep love and deep sadness that have always permeated the article, how can we not be shocked by our hearts as readers?
Narrative Case 4 of Chinese Education in Junior High School With the rapid development of quality education and the constant renewal of educational ideas, teachers' teaching methods are also changing in an all-round way, and emotional education is accepted and applied by more and more people, among which emotional education in Chinese teaching is particularly important, because the content and nature of Chinese teaching determine this. In Chinese teaching in middle schools, we must try our best to tap students' inner emotional factors, take emotional education as the support of Chinese teaching, stimulate students' self-awareness and promote their all-round development. As a Chinese teacher in middle school, we should strive to establish a new view of knowledge and students, so that students can actively exchange their feelings and feel the truth of life in the process of learning Chinese, connect Chinese courses with social life, and let students "climb mountains and enjoy the sea". We should help students reflect, experience and make progress through our own emotional teaching, so that they can consciously experience life, thus enhancing their practical ability and promoting their personality development. In Chinese teaching design, I give full play to the emotional function of "love" and strive to embody the content and essence of Chinese "love", which not only establishes the correct direction of students' personality development, but also enables students to realize themselves, feel the fun of learning and improve the enthusiasm of Chinese learning.
I have been a teacher for more than 20 years. In the past, whenever I saw students' bad behavior, I often couldn't help criticizing education in person. I thought it was my timely and serious work. In fact, if you want to teach Chinese well, being strict blindly may not achieve the expected results. Through the teaching practice in recent years, I deeply realized that "love" is more powerful in Chinese classroom. Therefore, in Chinese teaching, we should try our best to get along with students and become their friends. Start with what students are interested in and impress them with the teacher's love.
The class I am taking now is a new class two years ago. At that time, I decided on a new teaching idea, that is, I must think of more ways to promote students' all-round progress with the greatest "love". I still remember the scene at that time: all the children in this class have great personalities. They were promoted from different primary schools to junior high schools and got new teachers. At first, I was a little stiff, and I could basically do what the teacher asked. But after a long time, some students' bad habits of not doing homework are revealed. They always don't hand in their homework after every homework. Faced with this situation, I changed my original method. I didn't criticize them directly, but wrote comments on their homework (for example, your handwriting is really beautiful; Your homework is really neat; Your performance is really good. Good; Okay, wait. After the homework was handed out the next day, I also paid special attention to praise. The students who handed in their homework looked at me and were extremely satisfied with the comments given to them. Students who didn't hand in their homework saw this situation and handed in their homework. Of course, I am also a show. Writing their favorite comments aroused their interest in doing homework and made them realize that homework is no longer a burden for them, but an interesting thing, so that one day my homework was arranged very late. I want each of them to feel that the teacher loves each of them, without favoritism or neglect.
There is a classmate in our class whose Chinese foundation is not very good. After every exam, his classmates laugh at him. After an exam, he cried and told me that some students in the class said he was a big idiot and he didn't want to study. I comforted him and said, you don't have to cry. I will help you as long as you live up to expectations. I believe you won't be a fool then. This classmate really didn't let me down. He made great progress in the final exam, and his Chinese score was above average in his class. This classmate also sent me a bunch of flowers on Teacher's Day, which also wrote the following words: Thank you for your trust in me. It turns out that I am not more stupid than others. I will definitely study harder and win glory for my teacher in the future.
When we can really care, love and help students and become their friends, teacher love will become a great educational force. It is precisely because of the love of teachers that teachers can win the trust of students, and students are willing to receive education, and education can receive good results. Love every student. Love to learn well, love to learn generally, love to learn poorly; Love lively, love quiet and practical, love introverted. Only love can awaken students' thirst for knowledge and self-motivation, and only love can make students climb higher and go further. Let the Chinese class be more emotional. Let's escort the students with love.
Narrative case of junior high school Chinese education 5 The new curriculum Chinese teaching standard requires teachers to play a leading role in teaching, while students are in the main position of teaching. Therefore, it is particularly important for teachers to use instructions properly in the classroom and optimize the teaching effect.
Through more than two years' teaching practice of curriculum reform, I summarized three aspects of teaching content.
First of all, the right amount of inspiration.
In the classroom, according to the teaching objectives, we should closely screen valuable and easily overlooked words and key phrases. Because these words "not only have the function of revealing the theme, but also have the ability of focusing and concentration, which can restrict all parts of the full text." It is important for students to understand these words and phrases. If I teach the novel Kong Yiji, I will find something that can guide students to the depths from the text, and choose the sentence "Kong Yiji is the only one who drinks and wears a long gown" to make students deeply realize that Kong Yiji is a sad, ridiculous, pedantic, shabby, honest and kind little intellectual in the old society.
In addition, I will choose a key section in each class to teach, guide students to read repeatedly, and make comprehensive analysis in various ways. This is of great significance. Grasping the key paragraphs, grasping the theme, highlighting the key points and breaking through the difficulties can also bring about the effect of getting twice the result with half the effort.
Second, moderately promote.
Classroom teaching attempts to enlighten the taste of Chinese, that is, to really let students chew a little taste, or to lead students to the track of aesthetic reading of Chinese, so that students can enjoy beauty. Teaching Zhu Ziqing's "Spring", the teacher scrutinized the sentence "The mountain is moist, the water is rising, and the sun is blushing". Chewing words, after in-depth research, I chewed out some flavors: spring is coming, spring is harmonious, springs are wandering, and mountains have become clear and moist. Some teachers closely follow the phrase "the sun blushes" to analyze the doubtful point: Spring is coming, how does the sun feel? What does it mean to change the word "red" into a verb? What is the meaning of this sentence? Starting with the life experience, students can start their aesthetic imagination, associate with the colors of spring more freely, appreciate the beauty of peaches and apricots, and have a warm and pleasant feeling of bright spring.
Third, timely inspiration.
The key to classroom teaching is that teachers can clearly observe the sparks of students' thinking and add a fire in time. On the one hand, timely guidance is to use artistic guidance to solve students' problems when they encounter difficulties. On the other hand, when students encounter difficulties and can't grasp them in time, teachers point out the methods of thinking and analysis in time, set aside the level of knowledge understanding, simplify the complex and make the difficult easy, so that students can continue their research activities. Timely teaching also includes teachers' quick catching when students' thinking goes astray. As a new teaching content, students' thinking is guided to the right track through witty teaching.
In a word, the experience of implementing the teaching of nudge tells me that nudge is a fire that sparks students' thinking. Teachers' artistic guidance in Chinese classroom teaching can purposefully guide students to discover and create, thus achieving the optimization of teaching effect.