First, accurate reading guidance.
Some students feel full of interest, while others feel boring. The reason is that although there are differences between different texts, it is more caused by teachers' random reading guidance to students before class. For example, the author tried to teach the text "The Story of the Swan" for the first time and asked such a question: "What kind of old swan is this? What words do you feel from? " Students read and discuss, and circle the words "soaring", "like a stone" and "heavy". However, in guiding reading, students simply stress these words and lack understanding of the text, so reading is boring.
When teaching this text for the second time, the author gave students in-depth guidance in reading.
Teacher: (demonstrating "soaring" with gestures) Why does the old swan "soar"?
Health: If you fly high, you will use more force to fall.
Teacher: Yes, the old swan is so decisive and determined to break the ice. Who will read it and let us feel the power of the old swan?
(Original reading)
Teacher: This old swan is not firm enough. Who can read more firmly?
(Original reading)
Teacher: What other places make you feel the power of the old swan?
Health: severe.
Teacher: What does the old swan hit hard with?
Health: chest and wings.
Teacher: The old swan's chest and wings are flesh and blood. What would it feel like? Bring this feeling into the text and read it!
(Original reading)
Teacher: "Like a stone." Just now I found that he read a figurative sentence very well. Did you hear that? Compare what with what? Swan is beautiful and elegant. Why compare the flesh and blood of an old swan to a lifeless stone without pain?
Health: Great strength and fast speed.
Health: hard work, great determination, regardless of physical pain.
Teacher: Is that a falling stone? Don't! It's living life. The old swan beat the thick ice again and again with its weak body. You seem to see something.
Health: I seem to see its feathers all over the ice, but it is still flapping on the ice.
Health: I seem to see it covered in blood, but it still beats on the ice again and again.
Teacher: In the face of such thick ice and the danger of losing his life at any time, the old swan never flinched! This is really a brave and tenacious old swan. Let's read this sentence together with reverence.
When teaching this text for the second time, the author paid attention to the guidance of reading aloud. Because of the teacher's demonstration of gestures and the answers to questions, the students' understanding of the text is deepened step by step, and the students' understanding of the text is also deeper. When they read it, they are naturally fascinated, and they can better understand the feeling that the old swan took the lead in breaking the ice. It can be said that effective reading guidance is the foundation of a good Chinese classroom.
Second, various forms of reading.
There are many forms of reading aloud. How to read feelings and charm should be studied in the form of reading aloud. What kind of reading form can help students understand the text, teachers must have more practical presuppositions, so as to have a clear idea in the classroom and better promote the generation of effective classrooms.
In the teaching of Ansai waist drum, the author guides students to read "Like a shower, it is a drum in a hurry;" Like a whirlwind, it is a flying tassel; Like a frog, it is a jumping step; Like a spark, it is a flashing pupil; Fighting tigers is a powerful charm. "Let them experience the passionate and vigorous Ansai waist drum and make the following attempts:
(Show the content of the text with faint situational pictures as the background, and ask questions after reading by name)
Teacher: What is the difference between "shower" and "rain"?
Teacher: Recalling the scene of heavy rain, what did you see and what did you hear in your ears?
Teacher: Yes, it was dark for a while. I couldn't see anything clearly in the vast rain curtain, only heard the crackling rain. How urgent it was! Come on, who will watch Drum Rush? (Instruct students to read)
Here, with the help of imagination transfer to guide reading, students can read more emotionally in imagination and have a deeper understanding of the text.
On the basis of students' deep understanding and careful reading of these clauses, the author rewrites this passage into the following form to guide students to read aloud.
Slide show:
Like a shower, it is a rapid drum sound;
Like a whirlwind, it is a flying tassel;
Like a frog, it is a jumping step;
Like a spark, it is a flashing pupil;
Fighting tigers is a powerful charm.
(Introduction, the teacher reads the previous sentence and the students read the following sentence)
Teacher: The dynamic Ansai waist drum must also give you a lot of inspiration for poetry. Let's have a poet addiction, shall we?
Slide show:
_ _ _ _ _ _ is _ _ _ _ _ _;
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
……
Teacher: What a magnificent Ansai waist drum! Let's read this passage again (get ready for reading: students let us hold our heads high and be lucky to read-).
Through different forms of reading, students have a deeper understanding of Ansai waist drum scene, and at the same time, the form of reading is more applied to reading texts, and the overwhelming momentum is vividly displayed in students' reading.
Of course, there should be different ways to deal with different words, and there should be different presuppositions when to read together, when to read in groups and when to call the roll. "In specific teaching, we should have appropriate reading methods for various genres of articles, so as to show the true colors of this genre of articles." Different genres have different reading requirements, and there is no fixed teaching method for the same genre, which opens up a broader space for reading practice in teaching. The method is not unique, as long as it can achieve the goal. In class, the author sometimes plays affectionate and soothing music, so that students can close their eyes and listen and concentrate on imagination; Sometimes the description is profound, the situation is set, and students can read aloud in different roles. Sometimes they are superimposed in groups, so that students can appreciate the different charms of words. Different reading forms have injected vitality into Chinese classroom.
Third, diversified evaluation.
The evaluation of classroom teaching is the crowning touch, encouragement, and also points out the direction for students to work hard. Witty evaluation and humanized evaluation will not only provide a broader space for students' reading comprehension, but also make students have a positive attitude towards life.
When teaching Hometown in May, the author requires students to observe first, then imitate and practice oral English.
Teacher: Walking into the hometown of Sophora japonica, Sophora japonica is really varied and beautiful. What does Sophora japonica in your eyes look like? Observe carefully, please also use analogy.
Health: Like a string of white necklaces, like many white butterflies whispering together, like a string of white grapes, like a big chandelier full of beads, like a cloud of white clouds. ...
Teacher: (Then let the students read the text) The students' imagination is really rich, and the posture of Sophora japonica is really beautiful. Can reading aloud show the physical beauty of Sophora japonica? Let's read this sentence together and imagine the beautiful scenery of Sophora japonica in full bloom while reading it.
(Original reading)
Teacher: (slightly drunk) The Sophora japonica in your eyes is so beautiful that the teacher will be intoxicated. Let's enjoy it again, shall we?
(Original reading)
Teacher: (speaking to her in a listening way) Your reading not only made me see the beautiful Sophora japonica, but also made me hear the whispering of Sophora japonica and the sound of dew playing with Sophora japonica. Let's revel in the beauty of nature and read aloud again.
"Everyone is an artist. No matter where he is, he always wants to bring beauty into his life." If every teacher is an emissary who can spread beauty, bring beauty into the classroom and plant beauty in students' hearts, then Chinese classroom can be truly beautiful, and students can wander in a beautiful world and grow up in a beautiful environment.
In a word, Chinese teaching should let students enjoy reading aloud, recite attentively, and experience the sound of "heart" and "literary heart", so as to truly achieve "wonderful reading, seeking sublimation from enlightenment".
(Editor Huang Hongye)