With regard to appreciation, the 20 1 1 edition of Chinese Curriculum Standard for Compulsory Education points out that the evaluation of reading literary works focuses on the level of students' perception of images, feelings and language interests, and students should be encouraged to have unique feelings and experiences. And put forward the requirements for each period, such as the third and fourth periods, and clearly put forward the concept of appreciation: to evaluate students' initial appreciation of literary works by investigating their understanding of images, emotions and languages and their own experiences.
It should be said that the interpretation and teaching of Grandpa's Garden is based on such a premise and background.
Let's take the article Grandpa's Garden as an example to show a relatively complete interpretation and teaching process with appreciation as the main goal.
Xiao Hong is a very important writer in the history of modern literature in China. The Chinese textbook for primary schools published by People's Education Press contains two works by Xiao Hong, namely "Burning Cloud" (the first volume of grade four) and "Grandfather's Garden" (the second volume of grade five), both of which are excerpts from Xiao Hong's novel "Biography of Hulan River". Both texts are classics, which fully show Xiao Hong's unique language features: poetic brushwork, delicate observation, free and flexible color and space transformation. Among them, the frank, innocent, free, healthy and happy life and shining bright colors in the article Grandpa's Garden have become the basic qualities that deeply impress readers.
Then, in the face of such a classic text, how should we interpret it and how can we turn the results of interpretation into classroom resources?
First, guide the students to approach Xiaohong and Grandpa. First, communicate with students Xiao Hong and her autobiographical novel "Biography of Hulan River", and then naturally lead to the extraordinary significance of her grandfather to Xiao Hong. Let the students read a passage about her grandfather in Xiao Hong's Biography of Hulan River:
In Hulanhe Town, my grandfather once lived, but now he is buried. When I was born, my grandfather was over 60 years old. When I was four or five years old, my grandfather was almost seventy. Before I was twenty, my grandfather was seventy or eighty years old. Grandfather died as soon as he was over eighty.
Ask the students to discuss: What are the characteristics of this article after reading it? Why is it a little rambling?
This design is based on the following considerations: Biography of Hulan River was written in Hong Kong in 1940, which is a very unique lyric novel with prose culture. Text excerpts are part of it. Judging from the rough experience of Xiao Hong's life, his grandfather is undoubtedly an important figure. In Xiao Hong's memory, grandpa is the only one who loves her. Grandpa's love became the only warmth and light in Xiao Hong's childhood, and grandpa's garden was a beautiful memory of her lost childhood. Therefore, this seemingly rambling description of grandpa is actually full of affection. This seemingly naive and lyrical expression left a deep impression on us, which is a very important feature of Xiao Hong's creative language, and this unique language expression is of course also reflected in Grandfather's Garden. This kind of dialogue before class provides the necessary knowledge background and emotional tone for understanding the whole text.
Then, lead the students into their grandfather's garden and feel the beauty of the garden initially. Ask the students to think after reading the text for the first time: What kind of flower garden is Grandpa's garden? Please answer freely and write the key words on the blackboard. The children's interpretations are brilliant: Grandpa's garden is a beautiful garden, a happy garden, a free garden, a bright garden, a colorful garden, a vibrant garden and a garden full of laughter. This rich reading experience, on the one hand, is due to the richness and infinite readability of this classic text, which gives students a lot of room for interpretation and expression, on the other hand, it is also due to the respect for students' first reading. It should be said that this is an overall appreciation of the text, but also a preliminary appreciation.
Then, guide students to focus on key paragraphs and appreciate the charm of classic texts. After careful consideration of the text, the natural paragraph with freedom of expression is chosen as the main teaching content.
Flowers bloom, just like waking up. Birds fly, just like wandering in the sky. This bug barks as if talking. Everything is alive. Do whatever you want. Whatever you want, you are free. Pumpkins can climb the shelf if they want, and the house if they want. Cucumber blossoms when it wants to, and bears melons when it wants to. If you don't want to, you won't even knot a melon, a flower will not bloom, and no one will ask. Corn can grow as high as it wants, and nobody cares if it wants to grow in the sky. Butterflies fly at will. One moment a pair of yellow butterflies fly over the wall, and the other moment a white butterfly flies over the wall. Whose house did they come from and where did they fly? Neither does the sun.
The teaching of this paragraph has gone through five levels:
The first level: looking for freedom. Find out the core words and sentences of this passage: whatever you want, whatever you want, it's free. Among them, freedom is the core word and this sentence is the central sentence. This is a preliminary grasp of the basic structural characteristics of the paragraph.
The second level: freedom of understanding. Ask the students to think about what freedom they have in their grandfather's garden. Help students further understand the basic structure of the whole paragraph, that is, the sentence groups that make up this paragraph are written around the core words and central sentences.
The third level: at will. Various forms of role transposition experience, feel the freedom and happiness of pumpkin, cucumber, corn and butterfly. Through the free and lively dialogue between teachers and students and the guidance of reading aloud, students can fully appreciate the freedom and happiness of Xiao Hong's works.
The fourth level: appreciate the expression. Understand the artistic creation technique of this passage in dialogue and discussion, and appreciate the charm of the classic text. Mainly includes: the expression of emotion in the scene; Personification expression; The expression of parallelism; An exaggerated expression.
Among them, the focus is on the discussion of emotion in the scene, from two different angles:
The first angle: Let students think, did Xiao Hong only write about the freedom and happiness of pumpkins, cucumbers, corn and butterflies? Who really feels free and happy? After discussion, the students realized that Xiaohong felt free and happy in her childhood. Because in the eyes of a free and happy child, everything is free and happy. But in this paragraph, I didn't directly tell Xiao Hong that I was really free and happy, but expressed my freedom and happiness by describing the freedom and happiness of pumpkins, cucumbers, corn and butterflies. This is a very important artistic technique in literary creation. Wang Guowei, a famous scholar in modern China, once said that all scenery words are sentimental words.
The second angle: If Xiao Hong's description of the garden shows freedom and happiness, then the description of little reunion's daughter-in-law who died in Hulan River the night before shows completely different emotions. In teaching, the following related sentences appeared:
The sky is full of stars and moons, and it's winter in ice and snow. Snow swept the wall, the wind blew the window lattice, the chicken slept in the box, the dog slept in the nest, the pig slept in the fence, and the whole Hulan River fell asleep.
Through this description of the scenery, students feel grief, deep sympathy, silent complaints and shouts.
In this way, students understand the expressions of all scenery words and emotional words from two different angles.
The fifth level: using expression methods. Let students give full play to their imagination and write a paragraph with other images in the text, such as cherry trees, bees, grasshoppers, etc., to show their freedom and happiness. It is suggested to use the expressions just learned, such as exaggeration and personification, and give different degrees of evaluation according to the students' writing situation. This writing link is not only a part of appreciating the charm of classic texts, but also a concrete embodiment of learning pragmatics through textbooks.
After five levels of study, students fully realized the charm of this classic text. This kind of Chinese learning integrates emotional understanding and language use around appreciation, avoiding the separation of the two, and realizing the unity of humanity and instrumentality in specific teaching practice.
However, if the teaching ends here, the understanding of this text still stays at the leading level. The so-called appreciation should also help students learn to touch the temperature behind the words, which is also a kind of cultivation and improvement of reading ability. In Xiao Hong's works, everything in this garden is so free and happy. We can't help asking, what makes the world in a child's eyes so beautiful? After guiding the students to discuss, I found that it was all because of grandpa's love. It was grandpa's kindness, tolerance and care that propped up a bright sky for Xiao Hong's childhood and left infinite warm memories. When the discussion reaches such a level, and then let the students answer the question of what kind of flower garden my grandfather's garden is, the students will understand that my grandfather's garden is a garden full of love, love is the core of everything, and love gives life freedom. Xiao Hong wrote about missing her grandfather's garden, but what she really misses is her grandfather's kindness as a child, her loving grandfather!
At this point, teaching embodies a real increment: compared with the rich but very scattered reading experience at the beginning of reading, students' understanding of the text is deeper and broader, and the aesthetic level of literature has also been improved through such appreciation and evaluation.
Finally, let the students contact the background of the novel Biography of Hulan River, the meaning of Hulan River to Xiao Hong, and feel the characteristics of the classic text spanning time and space: Xiao Hong died of illness one year after the novel Biography of Hulan River was written, and never returned to her hometown Hulan Town or her grandfather's garden, which brought her much joy and happiness. However, some things in the world will not disappear with the death of life. To this day, we still appreciate Xiao Hong's words and are deeply moved by such words.
After such a teaching process, the students have finished appreciating the text Grandfather's Garden and fully appreciated the charm of this classic text. Students' aesthetic taste, reading taste, language use and love of reading are gradually cultivated in such interpretation and teaching.