In our study, work and life, we often see papers. Thesis is a tool to describe academic research results for academic exchange. I believe many friends are very upset about writing papers. The following is a case study paper on Chinese teaching compiled by me for your reference, hoping to help friends in need.
abstract:
This paper will discuss Zheng Guihua's Humble Room Ming from four aspects: the introduction of the classroom, the teaching process, the achievement of the teaching content and the teaching ideas, so as to learn from Zheng Guihua's rich teaching experience and superb teaching ability.
Key words:
Analysis method: Zheng Guihua; Chinese teaching; Teaching cases; analyse
Teacher xxx is a doctor of Chinese education in the major of curriculum and teaching theory. I was lucky enough to listen to Mr. Zheng's "Humble Room Inscription" on the spot, which gave me a great shock and gave me a real gain in Chinese. I felt it and wrote the following short article. I will analyze and discuss from the following four aspects: about the introduction of this lesson; About the classroom teaching process; On the realization of teaching content: Teaching reflection. I firmly believe that learning Mr. Zheng's class will change our teaching methods and understand the benefits brought by the new curriculum.
First of all, about the introduction of this lesson
Professor Wang Rongsheng once commented on Mr. Zheng Guihua: Zheng Guihua's class has a homely taste like running water, which is true and true, making people feel the beauty of the class. (1) I feel the same way. While talking about his family, Mr. Zheng is "buying people's hearts", narrowing the distance with students and creating a relaxed and active classroom atmosphere. We can appreciate her unique introduction first:
During the break, the teacher came into the classroom and the students talked in twos and threes before class.
Teacher: (asking the students sitting in the front row) How many students are there in your class?
Student: 62. Teacher: Who is the Chinese representative in your class?
Student: (The department representative raises his hand) Teacher, it's me.
Teacher: What's your name?
At this point, the classroom has been quiet and the students are sitting in their seats.
Health: My name is Li Yuehan.
Teacher: Good name. But do you know why your parents gave you this name?
Health: I don't know.
Teacher: I think so. "Li" is your surname, "Moon" is the moon, and "Han" means lotus. Your parents gave you a name, as white as the moon and as beautiful as the lotus. The teacher said well.
Health: There seems to be such a meaning. What's your name, teacher?
Teacher: My surname is Zheng and my name is Guihua. Can you tell me the meaning of this name?
Health: I guess so: "Zheng" should be the surname, and "Gui" is the "Gui" of "Guilin is the best in the world". I guess the teacher is from Guilin, and the teacher is as beautiful as Guilin's landscape. "Hua" is China's "Hua", which means to love your motherland.
Teacher: Look at me, and you will know that I am not beautiful. I'm not from Guilin, but from Shaanxi.
Health: I think "Gui" is the "Gui" of Osmanthus fragrans, which means the same fragrance as Osmanthus fragrans, and "Hua" is the "Hua" of spring flowers and autumn fruits, which means that your parents want you to be a down-to-earth person.
Teacher: This student is very knowledgeable. He used the idiom "Chunhua Qiushi", so why not use flashy words?
Health: flashy is a derogatory term.
Teacher: flashy is a derogatory term and can't be used. How clever. The students all laughed. Zheng Zheng is my family name, but it has nothing to do with Zheng He. Although I really want to get involved with it, it is not from the same place. "osmanthus fragrans" is actually "osmanthus fragrans". First, the ancient flower maker, Master Hua, "flower" and "flower" were connected. Secondly, I was born in autumn, and osmanthus blossoms in autumn. "Hua" may have something to do with what my classmates said just now, because parents want us to be practical people, not flashy people. It can be seen that our parents are particular about our names. Are other students willing to share their name knowledge? (In turn, several students got up to share the meaning of their names, and the classroom atmosphere was very active. At this point, the bell rings)
The seemingly endless chatter is actually a real "spring blossoms and autumn fruits". The introduction of this class is not a shocking video picture, a beautiful prose poem, nor a preset teaching situation of "preaching and teaching to solve doubts", but a simple dialogue and ordinary communication in real life. That is, this kind of communication eliminates the strangeness and fear between teachers and students, and clears the psychological barrier for classroom communication. To this end, Mr. Zheng's good intentions have been responded by the students, and almost all the class raised their hands to speak and share their ideas. Perhaps this is teacher Zheng Guihua's confidence in borrowing classes: he is not afraid of students' poor Chinese foundation, lack of initiative in learning and little speech in class. However, in the face of a group of students who are willing to speak, speak and speak, how does Mr. Zheng solve it? Next, we analyzed the teaching process and the realization of teaching content.
Second, on the classroom teaching process
Although the above "prologue" did not enter the teaching situation, students' thinking has been focused on the teacher, and then the learning process under the guidance of the teacher. Let's take a look at the teaching process of this lesson first:
Professor Wang Rongsheng said that "process" is the process from the beginning to the end of classroom teaching, that is, the coherent process of classroom teaching. Teacher Zheng's class conforms to the teaching concept of "process", that is, "guide the end of this class according to the students' learning situation", that is, "students follow the teacher" At the beginning of teaching, the teacher's questions planted a "bomb". Students, do you know the text to be taught today? ""I know. " "Have you previewed it?" "Preview!" "To what extent have you previewed?" "Will come back! I can translate! "I think all the teachers in class at this time are sweating for Miss Zheng. According to Mr. Zheng's own statement, it is: big trouble. Classical Chinese can be translated by memorizing it when previewing, so what else is there in this course? This is precisely the wisdom of Mr. Zheng-paying attention to the learning situation and taking advantage of the trend, which leads to the problem of "Ziyun Building". The next class was smooth sailing. From the rhyme, rhyme and reading of Ziyunlou, the students' thinking was completely controlled by Mr. Zheng, and they were deeply impressed by his profound knowledge.
This kind of teaching has no feeling of procrastination at all, more like a natural flow with the students' learning situation, without prevarication and rigidity.
Thirdly, the realization of teaching content.
Teacher Zheng is good at finding a breakthrough in teaching. When I learned that the content that the students had previewed was enough, the teacher immediately changed the focus of teaching, and it was meaningless to talk about what the students had mastered. So how do you know what knowledge students have and what knowledge they have not? At this time, Mr. Zheng came to check the students' preview. In this way, the problem of "Ziyun House" was found out, which found a breakthrough for this class and solved the embarrassing situation that the teacher repeatedly explained what the students had learned. The teacher followed suit and gave a wonderful class.
The classroom has height and depth. On the question of "Ziyun Building", all the other teachers are in class.
Usually, I don't deliberately go around a big bend, either telling the students directly that it is for the sake of rhyme, or it doesn't involve this problem. Anyway, the text doesn't have this knowledge point. Teacher Zheng doesn't do this, but prompts and guides students to read aloud, encourages students to find problems by themselves, and digs out knowledge that is beneficial to teaching. In this way, I have to say that the teacher is serious in preparing lessons. We can watch a teacher's slide: "Xin" belongs to "Qing Bu" and "Xia Ping" belongs to "Guang Yun".
Qin belongs to Invasion Department and Shapin 12 Guang Yun.
According to the requirements in Guang Yun, words that are not in the same department cannot rhyme.
After the introduction of "rhyme", Mr. Zheng seems to be still unfinished, and leads to "If" letter "rhymes, then the word" Qin "must rhyme. What is this? " problem Now it seems that this is the overall situation that Mr. Zheng told this class, which will be understood from the courseware prepared by the teacher. Students challenge the teacher, and the teacher gives the students big questions, allowing the teacher to control the classroom, and the students continue to learn according to the teacher's rhythm.
Friedrich Adolphi (790- 1866), a German educator, expounded his profound views on the art of teaching: "The art of teaching lies not in the ability to impart, but in inspiring, awakening and encouraging. Without excitement, how can we inspire, how can we wake up the sleeping people without initiative, and how can we inspire people without vigor? Only anger can produce anger, and the dead can only come from the dead. So you should get used to violent anger as much as possible. " This art of "inspiring, awakening and encouraging" can undoubtedly be well verified in the achievement of the teaching content of this class.
Fourth, thinking about teaching.
1, Chinese "what to teach"
What language do you teach? Teacher Qian Menglong thinks that teaching Chinese should first teach students to grasp the soul of the article. Teaching students to grasp the soul of the article is to teach students to read the article, one of which is to teach students to read the text aloud and cultivate a sense of language. This "Humble Room Inscription" is a short classical Chinese and a verse, so reading aloud is definitely very important. When teaching students how to read aloud, Mr. Zheng starts with rhyming, not reading aloud. In this way, students will understand how to rhyme, how to rhyme, have their own feelings, and understand the content of the article more easily.
The "teaching" of Chinese should pay attention to the learning situation. When teachers face a group of students with solid foundation, eloquence and high consciousness, the classroom effect will certainly be vivid by emphasizing the knowledge of classical Chinese vocabulary and translation that students have mastered. Only such a class will be boring, with the nature of performance, without authenticity, and students will not get benefits and growth in class. Perhaps, teachers may not be able to control such classrooms. Real classroom, real teaching, need to pay attention to students' learning situation, so that students can learn something and make progress.
Chinese "teaching is to not teach", so we should break through the limitation of "teaching cultural and educational knowledge". In actual teaching, teachers should discover the unique "Chinese value" of each text. In this lesson, what needs to be discussed is the author's intention to write The Humble Room. Due to the time problem, Mr. Zheng did not talk about this problem in depth, but planted a "problem" in the students' minds. Since the explanation of "Ming", teachers have been guiding students to explore "humble rooms", especially Liu Yuxi's autumn poems, and students have also understood the value of self-encouragement and self-affirmation when the ancients were frustrated.
2. Prepare lessons for "what to recite"
Teachers' classroom demonstration is directly related to students' learning behavior. At present, Chinese information display is rampant, and all of them are just chewing the superficial information. There are two extremes in Chinese class: students can understand what the teacher says and students can't understand what the teacher says. In these two classes, students are unwilling to listen and are not interested. Teacher Zheng's class did not fall into these two extremes, but the teacher understood the needs of students, really designed teaching from the actual situation of students, and paid attention to the growth of students. Then, the teacher's lesson preparation focuses on students' learning situation, preparing students, preparing teaching materials and presupposing students' needs. Only in this way can students have something to do and learn in class.
3. The presupposition and generation of classroom teaching.
Adequate presupposition is the guarantee for the success of classroom teaching. Only by careful presupposition before class can it be dynamically generated in class. However, classroom teaching is ever-changing, and no matter how good the presupposition is, it is impossible to foresee all possible situations in the classroom. There is an emergency in the classroom. Teachers can and should adjust the presupposition, make room for generation, control the classroom tactfully, and make the classroom present a different kind of excitement. While feeling the active atmosphere of classroom teaching, we should pay more attention to whether students have Chinese experience corresponding to the teaching content. Pay attention to the effective realization of Chinese curriculum objectives. Therefore, teachers should design teaching objectives, teaching contents, teaching processes and teaching methods in advance before class, and make appropriate adjustments to the objectives, contents, processes and methods according to the changes of learning situation in actual teaching. In classroom teaching, teachers need to use teaching tact and reasonable regulation to explore valuable problems, and give appropriate instructions or explanations, so as to make the classroom flash, make students realize epiphany, and make students realize self-construction in knowledge, ability or method.
References:
Wang Rongsheng. Listen to Professor Wang Rongsheng's lecture [M]. Shanghai: East China Normal University Press, 2007: 84.
[2] Xie Limin, Zheng Baiwei. Basic theory of modern teaching [M]. Shanghai: Shanghai Education Press, 2003:33 1-332344.
[3] Qian Liqun, Sun Shaozhen, Wang Furen. Interpretation of language [M]. Fuzhou: Fujian People's Publishing House, 20 10: 278-287.
[4] Training research group in the implementation of the new curriculum. Concept and innovation of new curriculum [M]. Beijing Normal University Press, 2001:82-83,59.
[5] Zhou Min. Research on the knowledge teaching of "dynamic posture" in Chinese class [M]. Changsha: Hunan Normal University Press, 20 12.8.
[6] Li Zihui. Pay attention to the construction of teaching organization [J]. Journal of Tianjin Normal University (Basic Education Edition), 2006, (9).
[7] Liu. On the alienation of science and technology and the reconstruction of human value world by education [J]. Educational Theory and Practice, 2003,
[8] Zhou Xiangling. A study on caring teacher-student relationship [J]. Changchun: Master's degree thesis of Northeast Normal University, 2007.
Precautions:
(1) Wang Rongsheng. Listen to Professor Wang Rongsheng's lecture [M]. Shanghai: East China Normal University Press, 2007: 84.
② Wang Rongsheng. Listen to Professor Wang Rongsheng's lecture [M]. Shanghai: East China Normal University Press, 2007: 84.
③ Xie Limin and Zheng Baiwei. Basic theory of modern teaching [M]. Shanghai: Shanghai Education Press, 2003:33 1-332344.
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