First, respect the meaning of the text, start with the text, guide students to dig the meaning of the text in the form of questions, and make a preliminary understanding and analysis on the basis of grasping the basic content of the text.
First of all, I use a passage about the meaning of life in the famous book How Steel was Tempered: life is a person's most precious thing. Life is only once for a person. Therefore, a person's life should be spent like this: looking back, he will not regret wasting his time, nor will he be ashamed of being mediocre; In this way, on his deathbed, he can say that I devoted my life and all my energy to the most precious career in life-fighting for the liberation of mankind as a classroom introduction, and after getting into the topic, guiding students to read aloud and initially perceive the meaning of the text. Thinking: 1. What are the characteristics of cicadas written by the author? Can you read the author's feelings for cicadas from these narratives? 2. Are there any sentences (or sick sentences) in the article that you think cannot be explained by grammatical phenomena? If yes, please find out and analyze together. 3. What do you understand from this article? Do you think the author is only writing cicadas when writing this article? If not, what else did it say? By sorting out these problems, students have a better understanding of the content and rhetoric in the article and a preliminary perception of the connotation of the article.
Second, pay attention to text emotion mining and drive students' thinking with emotion.
Some people say, "When you appreciate poetry, there must be' I' in it". In my opinion, there should also be an "I" in the reading appreciation of prose. To appreciate prose, we should not only appreciate the language of the article, but more importantly, we should have our own emotional experience in reading and understand the society and many lives. This requires us to attach importance to emotional analysis and understanding when appreciating the text. Cicada is a short article. Through the description of cicada's life process, this paper focuses on making students realize the meaning of life and how to treat it. The teaching object of this class is the seventh grade students, whose analytical and understanding ability is not mature enough. Therefore, in the teaching of this article, I pay more attention to let students integrate their emotions into the full text and guess the author's emotions with their own emotions. In this link, I designed the most straightforward and simple question: is the author's emotional attitude towards cicada consistent with the content before and after the article? If not, what is the change? What is the reason for this change? The answers to these questions can be found in the text. On the one hand, through the interpretation of these problems, students can better grasp the feelings of the article and their own feelings about life, and at the same time, they can understand and master the writing technique of "wanting to promote before suppressing" and easily complete the teaching goal of this expression technique.
Third, attach importance to promotion and classroom evaluation.
The main content of classroom expansion and extension can be mutual interpretation of similar texts, or students' feelings after learning a complete text. Students can also imitate the content and form of the text to engage in some small creations for classroom communication. In this lesson, I designed such an extended task: What inspiration did you get from cicadas? Try to write an animal, a plant or a person by combining cadence and intonation.
The completion of the extended task can not be separated from the discussion and communication of students. In the process of displaying the results of the task, it is essential for students to discuss the results, and this link should be the process of implementing the teaching task. Therefore, in the whole communication and discussion, teachers should respect students' personal experience as much as possible, give correct guidance while protecting students' enthusiasm, and have a clear evaluation attitude. They should not blindly affirm or be vague, so that students are confused. Teachers should not dampen students' enthusiasm for classroom communication when evaluating the wrong results in the discussion process. They can take it as a topic of discussion, continue to communicate in class, conduct further discussions, and leave sufficient opportunities for students to speak. Students who answer wrong can tell the reasons they understand, and other students can participate in the exchange of answers. They should not care too much about the progress of the course, but really let students master the correct knowledge. The forms and methods used in these classes can fully stimulate students' interest in reading, because the design of questions is closely related to the content of the text, and students can easily find answers as long as they read the text carefully. Therefore, the enthusiasm of students will be mobilized because of the sense of accomplishment generated by answering questions, and reading confidence will be established accordingly.
In a word, the educational and teaching value of the text should not only have students' personal feelings, but also have the appropriate guidance of teachers. Whether the teaching value of prose text education can be reflected in the classroom, the correct and effective guidance of teachers is very important.