Reflections on the teaching of Kong Yiji, the second volume of ninth grade Chinese 1 The teaching of this course has well mobilized students' emotions, activated students' thinking and made wonderful speeches in class. The highlight of this course is the multilateral dialogue between teachers, students and students, and the in-depth interpretation of the works combined with the text.
Classroom teaching better embodies the basic view that teachers and students pursue complete immersion teaching advocated by "immersion Chinese teaching". In the interpretation of the text and the understanding and communication between teachers and students, the input of classic language and the infiltration of emotion in the works have been well completed, and some "peak dialogues" have also been produced. For example, from the perspective of clothes, students can see that Kong Yiji "wore a tattered jacket" when he went to the hotel for the last time, which means that he has lost the ability to wear a gown. He even lost the last point of self-deception to maintain personal dignity, and he lost his only spiritual pillar. A man with a dead spirit has no way out.
Summarizing the teaching of this class, I think I have handled three problems well:
The first is the teaching strategy. Teaching design combines in-class and out-of-class, so that learning is not just a thing in class. Before class, I assigned two tasks. First, it leads to the content of the characters described in the article, grasps the experiences of the characters from different angles and thinks about their endings. The second is to combine the text, find the basis, and write a short article on the ending of Kong Yiji, expounding his own views. This requires students to enter the classroom with a prepared mind. We should attach importance to dialogue and generation in the classroom, and strive to make the classroom a dialogue of life and an interaction of emotions. After class, I arranged some reading and walked into Fan Jinzhong University with many thoughts about the end of feudal system. The teaching of this class begins with exploring questions and ends with generating new questions, which naturally leads students into the next class.
The second is the macro-design problem. From a macro perspective, this course attaches importance to the guidance of novel learning and the training of reading thinking. According to the characteristics of the novel, the study of characters is the core, and the society is viewed from the characters. what do you think? First, according to characters experience, starting from the phenomenon; Then explore the internal reasons, from essence, that is, from phenomenon to essence, from sensibility to rationality.
The third is micromachining. Among them, the first is to create an immersive atmosphere. Teaching begins with listening and reading, ends with listening and reading, and combines listening, speaking and reading training in the middle. The main problem of exploring the ending of characters runs through the whole class. The second is to guide students to study the article in depth by asking questions.
There are two main problems:
(1) Will Kong Yiji die (the inevitability of tragedy)?
(2) Who caused the tragedy? The third is to attach importance to the role experience.
In teaching, students are arranged to try to change their roles and imagine themselves as Kong Yiji. Imagine what Kong Yiji would think when he thought of everything around him on his deathbed, which had the greatest influence on his death.
Reflections on the teaching of Kong Yiji, the second volume of ninth grade Chinese. When I was reading Kong Yiji, I put aside all prejudices and "frankly met" the article. The first time I saw it, I thought I had seen this man. On the second reading, I seemed to feel something, but on the third reading, it was just like "as if". In the face of classics, I sometimes feel speechless, which is probably the case of "words can only be understood". Later, a material came into my sight. According to Sun Fuyuan, he once heard Lu Xun talk about his motivation to create Kong Yiji. "The author's main intention is to describe cool thin, who suffered in ordinary society." Reading this sentence is like dew entering the heart; Tasting this language is like an awakening.
However, as far as teaching is concerned, "knowing" is only the first step, and I must also "communicate". Teachers can never be lonely heroes, because the core task of teachers is to guide students to win in an all-round way. How to "speak" I think the first step is to lead students to travel through time and space through colorful forms, and guide them to accumulate a lot of perceptual knowledge-where is Kong Yiji suffering? Why has society lost weight and cooled down? Therefore, in the teaching process, there are a lot of reading and simulation for the purpose of situation reproduction. In this process, we pay attention to the reading of the text and the taste of the language, and make necessary excavation of the "language" behind the language. In order to help students rise from perceptual knowledge to rational knowledge, several "trigger points" are set in the appropriate position of teaching design. One is to introduce and imply the imperial examination system; The other is to understand the level of drinkers in Xianheng Hotel; The third is to realize that Ding and Kong Yiji, two people who read sage books, have also formed distorted personalities; The fourth is to let students think about what the author shouted. As far as the classroom effect is concerned, in the process of savoring the language and showing the plot, students change from "laughing" to "not laughing", and the scene changes from "joyful air" to "solemn atmosphere".
However, the natural feature of such an instructional design is to teach students "my understanding", which will obviously confuse many people again: this does not allow students to be independent, this does not allow students to cooperate, this does not allow students to explore, and even this does not teach any methods. What did the students learn? Yes, what did the students learn? I also wanted to ask my classmates in class, but I didn't have a chance. The 45-minute meeting was just an accident. For students, I am really a passer-by.
The problem of too tight and too loose teaching design still bothers me: too tight will limit students' classroom generation, and students can only follow the teacher, with traces of control; Too loose will lead to a loose, passive situation of attacking from left to right, resulting in low learning efficiency and superficial thinking. What exactly is the right balance?
There is a statue of Lu Xun on my desk. It was when I went to Shanghai to talk about Chang He after the gift of Lu Xun Memorial Hall. At the moment, my husband was staring at me. I don't know if the class I said expressed my husband's heart. Finally, I can only sigh with emotion: endless Kong Yiji!
The third reflection on the teaching of Kong Yiji, the second volume of ninth grade Chinese: Kong Yiji is the first lesson of the novel unit in the second volume of ninth grade. It is Lu Xun's second vernacular novel and his most satisfactory vernacular novel.
The literary works in this unit are the reflection of social life. When learning this unit, we should focus on appreciating the personality characteristics of the characters and understand the various artistic techniques of depicting the characters on the premise of grasping the plot. According to these, I sort out the teaching activities of this course as follows: 1, to understand the author and writing background;
2. Understand the three elements of the novel;
3. Tell the story of Kong Yiji and analyze the image of Kong Yiji;
4. Understand the theme of the novel;
5. Learn the art of writing this article.
Because grasping the characters in the novel is the key point, I focused on analyzing the image of Kong Yiji in the first class, and made a concrete analysis from his movements, language, portraits, demeanor and other aspects, and compared them before and after, from which I summed up the art of writing-drawing, comparing, using both joy and sadness, and using words accurately. A series of fill-in-the-blank questions are given in the summary to help students master the characters.
The second lesson about Kong Yiji's two or three events is actually a retrospective test of the last lesson. Then combined with the background of the times, we can get the theme of the novel, read and write, and train divergent thinking and innovative thinking.
The teaching idea of this course is clear, the structure is complete and the focus is prominent. Students can grasp the characters well, understand the key sentences in reading taste, appreciate the author's profound and powerful language art and understand the connotation of the works. Judging from the process of students' reading, it can be divided into several steps: the governor knows the situation in the process of reading; Understand the feelings in reading; Reading into China is emotional; Express your feelings in middle school.
The extended reading of thinking triggered by the second class "gown" can make readers think realistically about the article, endow the work with new significance of the times, and also inspire students' emotional education and thinking. The four themes of innovative writing are to cultivate students' Chinese ability. Kong Yiji Out of Xianheng Hotel is a continuation of the novel, which cultivates students' imagination. "Thinking about culture-money-power-labor" closely follows the theme of the novel, which not only enables students to deeply understand the social environment of China feudal society, but also enables students to think about life and establish a correct outlook on life and values. The Thought of Jin Fan, Kong Yiji and Ding Ju allows students to make a comparative analysis of contemporary figures, so as to understand the disadvantages of the feudal imperial examination system in China and deepen their understanding of the theme of this article. "How to treat Kong Yiji's theft of the country" is a profound topic, which deserves our in-depth exploration and thinking on the social system and figures at that time. Judging from the object of Kong Yiji's theft, isn't this a kind of resistance of the weak to the social system?
This course uses multimedia to present teaching content, which saves classroom time, increases classroom capacity and broadens knowledge level. The shortcomings are that students' active participation is not wide and students are not active.
Reflections on the teaching of Kong Yiji, the second volume of ninth grade Chinese. Teachers often encounter this unexpected thing in class: extraordinary play (students' real feelings and experiences). Whether the teacher handled this phenomenon properly. Will directly affect the teaching effect. Strangely, when students have extraordinary performance, our teachers are often indifferent or even sarcastic. Why? Because teachers excessively pursue the logic and continuity of teaching ideas, in order to successfully complete the teaching goals set by teachers in advance, the ultimate goal of teaching is still to let students "get the most knowledge in the unit teaching time." How can a teacher's magic weapon (knowledge) be wrong? But the most ironic fact is that the result is just the opposite. Students don't like Chinese classes very much, and their Chinese scores have not reached the expected results. The reading situation of students is even more worrying. Because our Chinese class makes Chinese lose its unique charm.
I also encountered such embarrassment in an open class. Design in teaching objectives, contents, ideas, teaching methods and learning methods. I think there are still many thoughts from the perspective of students:
When setting teaching objectives, we consider the requirements of Curriculum Standards, the content of Chinese textbooks, students' original Chinese foundation and knowledge accumulation, and their own teaching experience, and make them as far as possible according to the three dimensions of knowledge and ability, process and method, emotional attitude and values stipulated in the curriculum standards. I think the teaching process based on multiple behaviors can provide great possibilities for the realization of teaching objectives, create space and build a platform for students' innovative spirit and innovative thinking. For example, when answering the question of which Kong Yiji impressed him twice, some students said that the first time and some said the second time, they could find the basis in the original text and justify themselves; While appreciating Kong Yiji's language, they expressed their opinions and made wonderful speeches. The sparks of students' thoughts can collide with dazzling light here.
In terms of teaching content, after studying the text repeatedly, my orientation for this course is to strive for openness and development. Generally speaking, the questions I set in this class are one after another, with a strong sense of hierarchy, a certain depth and clear organization.
In terms of teaching methods, my position in this course is: don't blindly pursue "excitement" and don't use multimedia technology unless necessary. Teaching method: In this class, I mainly adopted the "nudge method" teaching. It is mainly to guide students to "sink into the text" and "read" to understand the text, let students talk to the text and the author, and pay attention to the students' thinking process, so as to realize a more comprehensive understanding and appreciation of the protagonist of the novel.
Learning methods: In class, we should focus on guiding students to learn to appreciate characters: circle, read aloud, compare, comprehend, associate and express. In addition, I also set up a link to let students freely find other appreciation points in the article, so that students can deepen and use the content and methods learned in this lesson. Give students a space for thinking, a space for autonomous learning, and create a relaxed learning atmosphere.
In classroom evaluation, I always tend to create a relaxed learning atmosphere for students, and always take encouragement as the main evaluation method.
This kind of teaching design and thinking can't be said that students are not fully considered, nor can it be said that it is not meticulous and meticulous. However, when a student answered "read it" soon, he finished drinking it, and then he sat and walked slowly with this hand in the laughter of others. "How does this sentence feel? I was very excited when I said this sentence: "I feel very cold! ..... "What a' cold' word! I was surprised. Although I couldn't help admiring, I didn't stop, but calmly completed the "task" of this class according to my own design. The positive emotional experience of students who should clap their hands and exclaim should have been a beautiful date that teachers and students passed by! If I put aside the "design" of "I" at this moment and make adjustments according to the students' ideas, it will be a wonderful conversation!
From this, I thought a lot. Under the background of the second-phase curriculum reform and under the guidance of the new curriculum standards, it is time for us to reflect on and change similar phenomena that often appear in daily teaching. Chinese teaching design under the background of new curriculum should be flexible and leave no "blank". The presupposition and generation of Chinese teaching should be a contradictory unity. The "blank space" in Chinese painting and the "blank space" in calligraphy leave people with infinite imagination and unique beauty of freehand brushwork. This is incomparable to western painting. This is just like a good article can be written in a real and imaginary way, and it can also be written in a real and imaginary way. The most perfect situation is the combination of reality and reality. Why shouldn't Chinese classes be like this? We should pay attention to the certainty of Chinese subject, but don't be confused by its uncertainty. The characteristics of Chinese subject determine that the learning process of Chinese should be: multiple conclusions, open process and multi-directional thinking.
The endless mountains give people a lofty aesthetic feeling, while the streams in the valley are as refreshing and beautiful as wild flowers. Teachers' "indifference" in the classroom, ignoring students' subjective consciousness and life consciousness, not only can't teach students Chinese knowledge and skills, but also can't teach students to know and understand the beauty of human nature that flashes in Chinese subjects, to know and understand the aesthetic value of literature and life, and to experience the physical and mental pleasure brought by reading.
People of insight have been calling for putting teachers and students in the right position for many years, but the current situation is not optimistic. Because the concept does not change, the status quo will never change. Only when teachers' teaching behavior changes can students' learning methods be improved. Leaving a "blank" in the classroom, paying full attention to students' subjective consciousness and creating a relaxed learning atmosphere play an important role in cultivating students' interest in learning Chinese, improving their ability to learn Chinese, developing their thinking and even their lifelong development. Only in this way can we look forward to that wonderful date again and again!
The fifth reflection on the teaching of Kong Yiji, the second volume of ninth grade Chinese: Kong Yiji is an "old text". Below, I will use "reflection" to express my feelings and thoughts.
1, exquisite layout. It doesn't have a central plot throughout, but it fully embodies the characteristics of "taking characterization as the center", and the display of character and the ups and downs of fate are the key points of conception.
2. The Xianheng Hotel described at the beginning of the novel provides a typical environment for the activities of typical characters. Taking the experience of "I", a hotel waiter, as a clue, the life pictures are connected in series, and several life fragments of Kong Yiji in the hotel are selected to unfold the plot, so that the characters' personalities are clear. The unfolding clues of the story are clear, and the structural arrangement is rigorous and complete, which enhances the intimacy and realism.
3. "Laughter" runs through the whole article. Let Kong Yiji appear in laughter, and finally leave the stage of life in laughter. This arrangement is not only a criticism of Kong Yiji's character, but also a criticism of the callousness of society and the callousness of the masses, and even more a merciless whipping of the evil feudal system.
According to the above characteristics, the analysis of the plot is neglected in the teaching design, and three classes are designed with "people" as the center: the first class grasps the content of the article as a whole, and on this basis focuses on analyzing the social environment description and its function of the novel; In the second class, combined with four fragments of Kong Yiji's life in a hotel, we analyzed Kong Yiji's personality characteristics, grasped the characters' personality and understood the poison of the feudal imperial examination system to Kong Yiji. In the third class, through the analysis of Kong Yiji's "broken leg" climax, I understand that the evil of feudal system not only destroyed Kong Yiji, but also distorted Ding and the people around him. Finally, I summarize the full text.
Looking back on the whole process of preparing lessons, I didn't "move" the teaching staff, nor did I deliberately "avoid" the teaching staff. What I felt more was the happiness of reading, thinking and harvesting. Before reading, I thought about how to design a "new" teaching method, but after reading, I seem to forget this. Teaching design is naturally determined according to the content of the text, and there is no deliberate arrangement.