Holding the old peanuts, I really have no interest in teaching. I read the text twice in a hurry and found it boring. Although the teacher doesn't like it, he has to teach because he has to cope with the exam. So the target is locked in the tenth paragraph, feeling that this is the only content that can be excavated. Let's talk about the values of life with peaches, pomegranates, apples and peanuts as the starting points.
Father's words in the article: "Peanut has many benefits, but one thing is the most precious: its fruit is buried underground, unlike peaches, pomegranates and apples, which hang bright red and green fruits high on the branches and make people fall in love at first sight." You see it's getting shorter on the ground. When it is ripe, you can't immediately judge whether it has fruit or not. You have to dig it up to know. "
Obviously, my father's words have two meanings. First, put forward the impression of peaches, pomegranates and apples. The second is to write the characteristics of peanut fruit. By comparing the color, appearance and growth position of its fruit, it highlights the most valuable internal characteristics of peanuts: unpretentious, unknown and indifferent to fame and fortune. Father only compared the two from the aspect of appearance, and did not make any evaluation.
After leading the students to read what the author wants to express, I began to ask questions.
Children, what kind of people are apples, pomegranates and peaches in our lives? What kind of people are like peanuts?
Health 1: I think those big stars are like apples, so shiny and charming that people can't put them down. And those behind-the-scenes workers, such as directors, American editors and sound editors, are as unknown as peanuts.
Health 2: I think the security guards and cleaners in the community are just like peanuts. They are humble, but they are kind to others.
Health 3: I think Xiang Yuxin and Wei Zongle in our class are very famous in school, and they often show their faces, which are as enviable as apples, while many of our classmates are as dazzling as peanuts.
Opened the floodgate of children's thinking and compared people they are familiar with.
I then asked: If you had a choice, would you like to be an apple or a peanut? As soon as the question was thrown, the classroom suddenly boiled like boiling water.
Sheng 1 (shy and introverted Cao): I would like to be a peanut. I am timid and don't like publicity. I like doing what I like in obscurity.
Health 2 (Zhou Kailai, always likes to show off): I want to be an Apple-style figure, decent, kind to human beings and get so many praises. What a wonderful life!
Health 3 (always positive and confident): Teacher, I still want to be a peanut.
His speech was beyond my expectation. This choice depends on a person's personality in many ways. How can Long Yuan, who loves acting so much, be willing to be an unknown peanut? I was puzzled and couldn't help asking, "Tell me the reason for your choice?"
I think the fruit of apple hangs high on the branches all day, always living under the supervision of others, and I dare not be careless at all. If that fruit has wrinkles, it will be pointed at and will be hard. Peanut, on the other hand, grows in the soil, and no one knows what its fruit is like.
I have to marvel at the children's profound understanding of life. Yes, often superficial people have to bear external pressure that ordinary people can't bear. Living in others' eyes is really more tiring than living in your own world.
Health 4: (Mao Zixu, always tired and lacking * * *) I would like to be an apple and a peanut. I'm resigned to my fate, and I'll do whatever fate tells me to do.
When the words came out, they burst into laughter. Some students even asked, "Where is heaven? Where is fate? Isn't fate in your own hands? "
It seems that this moderate choice really surprised me. In fact, isn't it the same in real life? How much can you choose between working in front of the stage and working behind the scenes? Sometimes we have to listen to God. People should be good at changing roles in this life. Sometimes you should try to make apples, and sometimes you should learn to make peanuts.
* * * rang, and the students were still arguing about the value of apples and peanuts.
I am ecstatic about the teaching of this reading class. It seems that the textbook is just an introduction, depending on how our teacher guides the art.
Peanut is a famous narrative prose by Xu Dishan, a modern writer in China. The full text revolves around "planting peanuts, harvesting peanuts, eating peanuts and discussing peanuts", which truly records the author's family activities and education when he was a child. This article mainly tells the story of a family celebrating the Peanut Harvest Festival. By talking about the benefits of peanuts and describing people with things, we are inspired to learn the character of peanuts that is unworthy of the name and silent dedication.
When designing the teaching of this course, I started from the following aspects:
First, the problem is imported. Starting from the author's pen name, let the students ask questions and learn the text with them.
Second, the overall perception. In the classroom teaching, through the analysis of the contents of "planting peanuts, harvesting peanuts, eating peanuts and discussing peanuts", it is clear that the part of "discussing peanuts" is written in detail, and this part happens to be the focus and difficulty of the article. In this way, it is natural to find a breakthrough in teaching and guide students to read the paragraphs discussing peanuts.
Third, reading taste. When learning "Talking about Peanuts", it is mainly to let students experience the quality of peanuts themselves, until their father compares peanuts with peaches, pomegranates and apples. But there is not much guidance for students to understand.
Fourth, contact with reality, emotional sublimation. In the article, "people should be useful people, not people who only talk about decency and others are useless." It is the crowning touch and central sentence of the full text. After understanding the content of this sentence, the author's writing intention is clear. I imagine that students can talk about the useful people they come into contact with in their lives, and whether there are people around us who are so silently dedicated. The purpose of this link design is to let students learn the quality of peanuts and sublimate their emotions.
Fifth, extracurricular extension. At the end of this class, I arranged for students to imitate the author's writing style and write something that inspired them, thus deepening their understanding of the writing style of borrowing things to compare people.
After the first class, I feel that the effect is not very good, especially the time spent on the key part of "discussing peanuts" is too little, and students have nothing to say. Zhang, teacher and director Sun Zairong of the fifth grade teaching and research group gave me timely guidance after listening to my class. They helped me analyze how to break through the difficulties and gave me four valuable suggestions:
First, when I summarized the main content at the beginning of this class, reading in different roles delayed more time. I can put role-based reading in the link of "discussing peanuts", so that I can focus on the treatment of key parts.
Second, when comparing peanuts with peaches, pomegranates and apples, they can be presented in the form of tables, so that students can compare them more intuitively and understand the differences between peanuts and peaches, pomegranates and apples.
Thirdly, the author's clear-thinking writing technique can be put at the end together with the technique of borrowing things to describe people, as a summary of the article, which makes students more impressed.
Fourth, the lecture speed is too fast, and students may not be able to respond.
After listening to several teachers' comments, I was enlightened and seriously revised my teaching design. The second Chinese lecture in the whole school, I feel much more confident and have enough time to deal with the key content, but I don't know if my guidance is not good enough or the students are too nervous. When it comes to feelings about peanut quality, students still say too little. In the Chinese teaching and research activities after the lecture, Chinese teachers of all grades made a detailed analysis of my lessons, affirmed my efforts and progress, and pointed out what I needed to modify further. Teacher Dong Mei pointed out one of my mistakes: "comparison" can't be said as "comparison", but it is said in the explanatory text. Teacher Zhang suggested that in order to let students have more ideas to talk about in the "Talking about Peanuts" session, the order of lectures in this session should be properly adjusted: first, show the differences between peanuts and peaches, pomegranates and apples with tables, then compare them, then let students talk about their feelings, and finally summarize the quality of peanuts. Only in this way can students have something to say after they fully understand. Director Liu Fang said that in order to make this class more complete, the word part can be shortened appropriately, and the fifth-grade students have accumulated some knowledge. The pronunciation of light words can be reflected in the "three learning plans", so that students can discover the characteristics of light words themselves and use the saved time for the role of peanuts, because peanuts are not only unknown, but also have many functions. Director Liu Fang also said that in order to make teaching more exciting, we need to pay attention to the use of interlanguage, and how to make the classroom more vivid is also a problem that I should pay attention to in the future.
"Teaching without research is shallow, and research without teaching is empty." Through the careful guidance of teachers, I have a deeper understanding and harvest on how to design teaching and how to teach. To design a good class, we should not only thoroughly understand the teaching materials, but also pay attention to the teaching objectives and difficulties, design teaching links according to the teaching objectives, and put more time on the teaching difficulties. In teaching, we should not only pay attention to the teaching mode and speed, but also use a variety of teaching methods and teaching AIDS to mobilize the classroom atmosphere. Of course, you can't have a good class overnight. In the future Chinese teaching, I will learn more from experienced teachers, promote teaching through teaching and research, and strive to improve my teaching level!
A narrative in groundnut is written around "planting peanuts-harvesting peanuts-eating peanuts-talking about peanuts". By talking about the benefits of peanuts, it is revealed that we should learn from peanuts' undeserved and silent dedication. Explain that people should be useful, not just decent people who are not good to others. After talking about "planting peanuts, harvesting peanuts, eating peanuts and discussing peanuts", the text puts forward a question: which part do you like to read best and why? Let students choose their own content and learning experience, and let students' personality develop in unrestrained self-study. In this way, I found a breakthrough in teaching from students' interest needs, thus enhancing students' initiative and enthusiasm in learning and improving the learning effect. I designed the column "Tell the truth" in class, so that students can explain their real thoughts. My purpose is not to interfere with students' thoughts, so that students have the right to express their opinions independently, no matter who he wants to be, as long as his reasons are sufficient. Pay attention to each student's emotional experience, moral life and personality development. Let the students contact the life around them and talk about whether there are people who are as silent as peanuts around us. In this link, students' emotions have been sublimated again.
Create a harmonious, democratic, relaxed and free learning atmosphere and environment for students, so that students' personality can be fully displayed and humanistic spirit can be infiltrated in Chinese teaching.