The following records my lectures, lectures, lectures and comments in an open class in the whole school.
I. Teaching process
(1) Read the full text before class to understand the writing background and the author's point of view.
(2) After importing, ask students to read the full text quickly, arrange the structure of the full text according to the prompts, and summarize each paragraph in one sentence.
1, reason for speaking: (It is related to the survival of the country and cannot be kept silent)
2. The attitude we should have: face up to the painful reality.
Our only way out is to resort to force and fight.
We have no way out: only war can have hope.
5. My opinion: Give me liberty or give me death.
(3) Combined with the text, summarize the characteristics of this speech.
1, targeted: understand the object and be targeted.
2. Logic: step by step, preemptive strike.
3. agitation: strong feelings and superb skills.
(4) mainly four or five paragraphs, from? Play? (posture, expression, eyes, gestures, etc. ) What else? Talk? Give practical guidance to students from two angles (tone, intonation, speaking speed, rhythm, etc.). ) to convey speech skills.
(5) Analog voice
Step 1: Students read aloud by themselves. 2. Everyone stands up and imagines that they are at the speech site, facing the compromise faction and making a generous speech. Choose two representatives to speak on stage, and teachers and students will appreciate the comments together.
Second, discussion and evaluation.
At the end of the lecture, all Chinese teachers had a heated discussion and comments on this lesson, which are summarized as follows:
Advantages and highlights: 1. Proper selection of teaching content and combination of lectures and exercises can not only enable students to master the content of the text, but also carry out specific practical activities, which well reflects the learning style of this topic? Activity experience. 2. Practical activities and their targeted instructors are the highlights of this class, with all participants and active classroom atmosphere.
Disadvantages: 1, the first half of the class is mainly lectures, with many contents and large capacity, which is suspected of indoctrination and does not really reflect the subjectivity of students. 2. Lecture instruction comes first, and speech practice comes last. Although targeted, the problems of students are not completely exposed.
Third, the proposed ideas
On the basis of discussion and evaluation, we put forward the following teaching ideas:
Idea 1: What is the contrast between different themes? Peace? As the theme, combine the second and third paragraphs of the text, infer the main points and contents of the speaker before the author, and arrange the practice of the speech fragments before class. After the class begins, simply give a speech instruction, that is, let the students give a speech on stage and then analyze the content of the text.
Idea 2: When the same topic is taught in a controlled way? Fight for freedom? It is necessary to write freely on the theme and simply guide the speech, that is, ask students to give a speech on stage and then compare it with the content of the text to realize the strong appeal and agitation of the text.
Idea 3: After the performance, simply analyze the text, let the students speak freely, demonstrate on stage, and then give targeted counseling to the problems.
Idea 4: After teachers carefully select paragraphs to understand the text by demonstration, they choose a certain paragraph or level to give a demonstration speech, and then let students imitate, try to figure out the speech skills, build confidence and practice in depth.
Fourth, reflection and summary.
In the discussion and communication, I found that the teaching information and inspiration of my colleagues are a great source of teaching. Every teacher who participated in the evaluation has experienced it once? Brainstorm? . We pay attention to every link in the teaching process. We inspire each other, think together, trace the source, and talk endlessly. We are not only excited to find problems, but also excited to put forward suggestions and countermeasures. During the discussion, we broadened our horizons and enlivened our thinking. Although it is only the impact of some small sparks of thought, new ideas and new understandings will emerge from it.
In the specific teaching practice, influenced by traditional ideas, we can't let go of our hands and feet, and we can't really give full play to students' subjectivity. For example, in the above teaching process, I was worried that there was not enough time for students to sum up freely, so I showed hints, which actually limited students' independent thinking; I'm worried that students who don't give lectures will go out of shape, so giving more careful guidance to every sentence actually turns students' exercises into performances under the established framework. The new curriculum concept requires teachers to always pay attention to students' learning methods. In the teaching process, teachers should properly handle the relationship between imparting knowledge and cultivating ability, actively interact with students and develop together, so that students are always in a positive, lively and excited state in class, and have their own space for exploration, cooperation, experience and creation to complete various teaching activities. Only by changing teachers' view and students' view can we break the single backward teaching method and inject vitality into classroom teaching.
Summary of Teaching Case 2 of "Give me liberty or give me death"
How to build an efficient and harmonious Chinese classroom is the direction that many Chinese teachers keep exploring and practicing under the background of new curriculum reform. Reflecting on my own practice in this field and a successful classroom teaching a few days ago, I deeply realize that optimizing teaching objectives is the premise of building an efficient and harmonious Chinese classroom; Give full play? Dominant? With what? Theme? The function of "Chinese" is the guarantee of building an efficient and harmonious Chinese classroom. Creating a good classroom situation and stimulating students' enthusiasm and potential for learning is an effective way to build an efficient and harmonious Chinese classroom. Paying attention to the whole and highlighting the individual are the principles that should be followed in building an efficient and harmonious Chinese classroom.
Case background
A few days ago, I participated in a municipal class teaching contest. The teaching content is Patrick? Henry: Give me liberty or give me death. Based on the characteristics of the text and the teaching suggestions and learning requirements of the new curriculum standard, I have determined? Guide students to enter the speech situation, promote the speech effect with text understanding, deepen text understanding with speech practice, and pay attention to improving students' interest in speech and oral expression ability in practical experience? This teaching goal. I followed the carefully designed teaching plan, and the teaching process entered the second step step by step? Ask the students to infer the content from the information in the text just now. Gentlemen who just spoke at the meeting? Speak on the stage in an intonation. Students are expected to try to give a speech immediately, give guidance from the aspects of speech skills and so on, and implement the teaching objectives. However, after 2 minutes, the students kept their heads down and the class was very quiet. What shall we do, instead of me, to make a demonstration to show my speech style? If so, it will deprive students of the opportunity to experience and violate the principle of classroom subjectivity. So, I told myself in my heart: don't be impatient, wait a little longer. I believe many students are willing to show it in their hearts.
Case description
I watched the students' expressions while saying words of encouragement. Finally, I saw several students raise their heads one after another, hesitating to have a try. I walked up to a male classmate, bent down and said to him, believe in yourself, you can do it, and the teacher can help you? . So, he stepped onto the platform?
Teacher: You are a member of Congress.
Health: Mr. President, nothing in this world is more cruel than war. We can't stand by and watch people bleed for freedom. We should be full of hope for the future and solve the problem through negotiation and petition. Besides, our strength is so thin, how can we compete with the powerful enemy? Therefore, we can't solve the problem by war, we want peace!
(There are classmates laughing below)
Teacher: Wait a minute. The teacher thinks that you have a good grasp of the information in the text, but your speech is more like reading the content, and your grasp of standing posture, tone and intonation needs to be improved. First of all, you should stand upright and face the audience. Don't have? Scratch your head? Wait for redundant actions; Secondly, you should be confident, you are telling the truth, you should have momentum and strength. You try again.
The students gave another speech according to my request, and the effect was much better. The students applauded him. I think applause doesn't mean success in teaching, so I stopped him when he was about to step down again?
Teacher: Wait a minute. Do you want to make your speech more enlightening?
Health: (smiled at me)
Teacher: You can add a little gesture.
Next, I instructed him to say the last sentence? We can't solve the problem by war, we want peace! ? At the same time, raise your right hand, make a fist and punch your chest hard. Many students below seemed to realize something and waved their fists unconsciously.
At this point, the classroom atmosphere became active and students entered the situation. We have to strike while the iron is hot, so we have to face everyone?
Teacher: The pacifist point of view is not unreasonable. War is really cruel. However, after Henry's speech, the whole parliament hall echoed? Pick up your weapon! Pick up your weapon! ? Shouts. Why is there such a strong agitation? Want to experience it by imitating his speech?
Student: (Most students) Yes!
Teacher: You have to find out what he said first.
The students immediately began to draw sentences on books, and some even drew outlines on paper. Soon, the students gained something.
Student A: Henry thinks that the hope of peace has been dashed. He repeatedly stressed? We must fight. We must fight.
Student B: Henry stated the historical facts of peace by experience, and thought that peace was meaningless. Now the British government is preparing for the land and sea war on a large scale against us.
Student C: We petitioned, protested, begged and begged, all to no avail.
Student D: We can't wait. Waiting always means slavery and oppression. The war has begun, and we have no way out.
The enthusiasm of the students is high, and I have recently participated in it: our strength is not thin, our 3 million people are fighting for the sacred cause of freedom in their own land, and we still have.
Teacher: If you were Henry, how would you feel when you gave a speech at the critical moment of national peril? What is the keynote of your speech? Who will try to interrupt the third paragraph of the speech? Just grasp the key sentences.
This time, the students scrambled to make a speech on the stage. In view of the fact that students only use declarative sentences in their speeches, I think they should be guided to make them feel the role of rhetorical questions, parallelism sentences and repeated sentences in enhancing their tone.
Teacher: The teacher thinks that you can make your speech more effective by using certain gestures and expressions, which is good, but your tone is not strong enough. Pay attention to Henry's language.
Many students mentioned rhetorical questions, parallelism and sentence-by-sentence repetition. The students thought for a while and then made another speech. This time he added parallelism and rhetorical questions, and the effect of the speech was obviously much better.
In class, a female classmate sitting in the third row has been silent and disdainful. As an educator, I don't think we should ignore this individual. So in the fourth paragraph of the speech, I walked up to her?
Teacher: Can you try?
Health: (a little stiff) I can't remember, I can't say.
Teacher: How about I go with you?
Health: (nodding)
Next, I'll guide her to learn to grasp the tandem content of keywords, such as? What time? what's up Or? Or? No? What if? So what? Besides,? Not just? Besides? Even if? So ... and give a speech with her. The purpose of my doing this is to stimulate her interest and potential and build her confidence.
The speech in the fourth paragraph pushed the classroom atmosphere to a climax, and I couldn't help it. I made a more passionate speech in the last paragraph. Finally, we made a speech in the last paragraph together. In classroom teaching, we will wave our right fist and shout? Give me freedom or give me death? The right fist is over, and a powerful meal is in their chest.
Throughout the teaching process, applause broke out from time to time. I believe this applause is not vain, but the joy of students' success in practical experience. Although, the last teaching link? How to make your speech convincing and appealing, and have no time to make the teaching process a little more obvious? Incomplete? But I have no regrets.
Case reflection
Judging from the above classroom teaching, students' active learning not only effectively understands the text, but also shows their own style in practice and exercises their oral expression ability; Teacher? A tour guide? Smart, can guide students into the situation, be good at creating opportunities and stimulate students' interest in learning. Judging from the classroom atmosphere and after-class feedback, this class has been fully utilized? Dominant? With what? Theme? The role of achieving high efficiency and harmony.
This class brings me the joy of success, too? How to build an efficient and harmonious Chinese classroom? This aspect has brought me some profound thoughts:
1. Optimizing teaching objectives is the premise of building an efficient and harmonious Chinese classroom.
A text often has many places worth analyzing, digging and pondering. When setting goals, teachers should first dare to abandon them and make clear the goals from the perspective of students' learning needs? What can students learn? What is the goal? How are you? And height. If there are many teaching goals in the classroom and they cover all aspects, it is difficult to generate high-quality goals, right? Is the water on the ground wet? . The goal of losing quality is far from efficiency. Mr. Yu Yingyuan once asked: Can a composition really achieve so many goals in several classes? Secondly, we should strive for different teaching objectives in teaching. Point? Organic integration, mutual penetration, to achieve harmony and unity. As far as my classroom teaching is concerned, I didn't take the time to study the rigorous discussion structure, and didn't pay attention to analyze and appreciate the expressive effect of a large number of rhetorical sentences in the text, but I believe that with? Guide students to enter the speech situation, promote the speech effect with text understanding, deepen text understanding with speech practice, and pay attention to improving students' interest in speech and oral expression ability in practical experience? Students can fully benefit from the realization of this goal.
2. Give full play to it? Dominant? With what? Theme? Teacher's role is the guarantee of building an efficient and harmonious Chinese classroom.
"Chinese Curriculum Standard" points out that teachers are organizers and guides of learning activities, and they should study their own teaching objects and organize and guide students to learn to learn in practice. Classroom is the position for students to actively explore and the platform for communication between teachers and students. Teachers can't weaken students' dominant position in teaching, but this doesn't mean that they can put students in the field of vision and ignore the quality of their learning. What does this require teachers to be able to do? Dominant? With what? Theme? The ability to achieve harmony, otherwise the classroom will either go to the extreme where students are too independent and lead to vain classroom, or go to the extreme where students follow the teacher and lose their personality. Students can actively discover the benefits of innovation. Thanks to the guidance, openness and coordination of teachers, students' behavior can improve teachers' guidance skills. Has it really been done? Dominant? With what? Theme? Harmony, so that the classroom will be efficient and quality. Wu Xintian, a famous special-grade teacher, said in the article "On the Law of Chinese Teaching, Try to Avoid Vanity". It is a rule that the process of Chinese teaching should be an interactive process between teachers and students. ? What does this simple sentence mean? Dominant? With what? Theme? Harmony is the realm that Chinese classroom teaching should pursue and improve.
Reflecting on my teaching, today's class handled this aspect very well. After each student's speech, I will give guidance to improve the effect of his speech, always mobilize the enthusiasm of students in an encouraging way, and talk with students in an equal position and an exploratory attitude. But in the usual teaching, isn't there a lot of time to lead students and occupy the hegemony of the classroom? Even if we strive to open the classroom, what is the effect?
3. Creating a good classroom situation and stimulating students' enthusiasm for learning is the way to realize an efficient and harmonious Chinese classroom.
? Think about what the Members who spoke just now said. You're a congressman. How can you be so inspiring? Want to experience it by imitating his speech? These words create a certain situation, students can easily integrate into it, and naturally they will have a strong interest and participate in learning with great enthusiasm, which will inevitably improve the efficiency and quality of the classroom. Good classroom situation also helps to stimulate students' potential. American psychologist Maslow said:? The ultimate value of mankind seems to be only one, a distant goal that everyone pursues. Is to turn human potential into reality. ? Every student has the potential to make a speech. As far as my class is concerned, putting students in situations has a certain catalytic effect on their desire to give speeches. All this requires us to accumulate and innovate constantly in classroom practice, be good at seizing opportunities and present them in all aspects of the classroom in a flexible and witty way.
4. Paying attention to the whole and highlighting the individual is the principle to realize efficient and harmonious Chinese classroom.
Let all the students speak, which is what I try to do in this class. There are personality differences among students. So on the one hand, I pay attention to the whole, so that every student can get exercise and development on the original basis; On the one hand, two types of individuals who are good at speaking and those who are not good at speaking can get the greatest development. I think this is also a good practice, and following this principle in classroom teaching should get good results.
Practice is the only criterion for testing truth and the foundation of creation. The essence of the new curriculum standards needs us to understand and implement in practice. I believe that with the continuous exploration of our Chinese teachers, the Chinese curriculum reform will surely shine.