Professor Qian Liqun once said: "Real reading is a spiritual dialogue between students and text writers." Then the real classroom reading teaching should be: based on the initial reading experience of "spiritual dialogue between students and text authors", teachers guide students into the text with the help of themes, and realize the real docking of students' life experience, reading ability and text interpretation.
Chinese classroom teaching in senior high school should be a dynamic generation process. The classroom that insists on teaching according to the teacher's own teaching presupposition is autocratic and rigid, and the classroom that blindly leads by the nose with students' questions is sloppy and has no backbone. Only by cherishing students' initial reading experience, giving full play to teachers' leading role, and starting from students' initial reading experience, can we find the fulcrum to pry open text reading, realize the simplification of classroom teaching, and thus realize the agility and efficiency of classroom.
First, based on the first reading experience, understand the learning needs and interests of students.
Respecting students' first reading experience is the best reflection of students' cognition, emotion and initial reading state. The core idea of the new curriculum standard is the people-oriented idea of "everything is for the development of students". Under the guidance of this new concept, our Chinese teaching should adjust the teaching order according to students' interest, state, development law and learning situation, and choose teaching content and methods to make teaching more concise and meet students' needs. In other words, it is fashionable to change "bringing knowledge to students" to "bringing knowledge to students", and the foothold and starting point of classroom teaching objectives should be students. Therefore, teachers should not only know the learning situation before class, but also pay attention to students' first reading experience of the text and adjust the teaching plan flexibly in teaching. Starting from students' initial reading experience, mobilizing and awakening students' existing experience, making students' existing experience collide in the learning process, producing doubts, "confusion" and * * * sounds and questioning them, can realize the awakening, * * sounds and reconstruction of existing experience in new knowledge. As Professor Wang Rongsheng emphasized, we should put students in the main position of teaching, attach importance to students' initial reading experience, and let students share experiences with each other. In the process of mutual discussion and exchange, mutual revision and supplement, we will constantly enrich our understanding and gradually improve our cognitive experience.
Take Bi Shumin's novel appreciation class "Vajrayana" as an example. When the author asked the children to share their first reading experience, some said that they were very moved, some said that it was good to have such a mother, and some said that their psychological activities were well described ... One of the students said that she was psychologically entangled after reading this article! This sentence deeply touched the author's heartstrings. "Interesting, to the point, wonderful ..." A series of joy rose in my heart. So he buried his joy in his heart, showed an extremely interested tone and asked why. She said: children love their mothers and buy wool for their mothers, but they are unprepared to attract their mothers to fight, and their psychology is very entangled; That kid is struggling, too. She obviously wanted to buy transformers, but told her mother that she didn't want to buy them ... Her first reading experience basically pointed to two reading levels: one was to read the contradictions in the characters' hearts; Secondly, she is puzzled by the confusion of the "son" in the text, just as the son doesn't understand that he loves his mother but attracts her to beat him, so she doesn't understand that at this moment, the mother should also beat such a sensible and filial child. These two points are the focus and difficulty of the article. Guiding the first level of questioning will lay a foundation for students to deeply appreciate the language and characters of the novel text. Guiding the second-level questions can guide students to think deeply about the theme of this article. Although students' understanding of the text is still at the perceptual level, the author seems to see the light of rationality.
Looking at other students thoughtfully, the author gave up the original teaching preset steps and threw "entanglement" at them: "Did you feel the entanglement of a classmate just now? Where else did you write' tangled' in the article? After a short silence, the students added "mom is struggling to buy or not to buy", "son is struggling to pay or not to pay", "mom is struggling to fight or not to fight" and "mom is struggling to say or not to say" ...
In this way, students can enrich their understanding, gradually improve their cognition and complete their initial perception of text reading through the exchange and collision of their first reading experience. As far as teachers are concerned, the starting point of teaching implementation can be based on students' learning reality by respecting students' first reading experience. It also realizes the greatest concern for students' active learning, respects students' main body, and objectively stimulates students' enthusiasm and initiative in learning.
Second, from the students' actual reading, find the right starting point
If the students' initial reading experience and other classroom generation are the "meat" of a class, then the teacher's clever choice of the starting point to design the teaching commanding heights has become the "bone" of establishing a class. With the "bones" in the classroom, we can "break up parts into whole parts" and turn them into organic parts, so that the classroom teaching ideas can be "established" and the disadvantages of dismembering works and "piecemeal" classes can be avoided. As the saying goes, "Keep your word, draw inferences from one instance". Therefore, in the process of students sharing experiences, teachers should not only be an experiencer, but also be good at starting from students' problems, designing main problems based on their initial perception, returning the main position of the classroom to students with the help of this branch, and fully promoting students' emotional experiences to collide with each other, thus stimulating their thinking.
However, the starting point of text interpretation is not to blindly consider the first reading experience, but on the premise of student-oriented, the main problem of teachers' choice or integration should be closely related to the text, which is conducive to the overall reading teaching of the text; It is subject to the emphasis and difficulty of the text, and highlights one kind or another from the aspects of text content, language, technique and theme. Only in this way can we clarify the teaching ideas and gradually promote students' in-depth thinking.
Third, thoroughly understand the text and solve the "tangled" points in the classroom
It is through students' initial reading experience that the author finds the fulcrum of "entanglement" to incite the vividness of the classroom, and promotes students' further reading experience through the fulcrum of "entanglement", and leads to three questions in turn according to students' ideas: First, what plots the author describes around "entanglement"; The second is how the author describes these "entanglements" in detail. Please choose your favorite clip to read, taste and talk about. Third, what aspects of your thinking have been touched by "tangling" what the author wrote. Through the analysis and discussion of students and the guidance of teachers, these three problems have successfully solved the problems of combing the ideas of novels, analyzing the images of novels, analyzing languages and exploring the themes of novels. Therefore, the author concludes with deep affection: Although the society is somewhat unsatisfactory and has a great contrast with the protection of parents, we still have to uphold kindness and tolerance. Although the change of growth will be accompanied by pain, you will feel the touch of sunshine when you grow up in a beautiful background. After a class, "paying attention to' entanglement' and understanding the aesthetic value and significance of the text" has become the main theme of the author's classroom teaching. The main tone is set by the students, and the master of the classroom is also a student. Students read about the growth of others and their parents' world.
A dynamic and good classroom should be led by both students and teachers. If we only follow our own presupposition and ignore students' first reading experience, then the starting point of text teaching will become blind and will also dampen students' initiative; If we can't grasp the flash of students' wisdom, an unsatisfied and default-generated wonderful classroom teaching will be buried by ourselves.
If teachers are good at designing the teaching process around the main problems from students' initial reading and their reading experience, be good heaters, make them warm up and move, and guide and promote students to learn and think as much as possible, then teachers will teach easily in class and students will learn happily. Of course, the teacher's ease in class should be based on full preparation when preparing lessons. Only by being fully prepared, thoroughly prepared and fully prepared can we better cope with the ever-changing classroom state. According to Professor Wang Rongsheng, "Teachers should attach importance to the non-default aspects of Chinese teaching, but the general direction should be to expand the field of default." [ 1]
In short, based on the students' initial reading experience, find the best fulcrum to pry open the classroom, so as to lift the weight easily and move the whole body, and achieve high efficiency in simplicity.
References:
Wang Rongsheng. Listen to Professor Wang Rongsheng's lecture. Shanghai: East China Normal University Press, 20 1 1.
[2] Yu Yingchao. 50 lectures on the art of reading teaching [M]. Xi 'an: Shaanxi Normal University Press, 2005.
[3] Huang Houjiang. Diagnosis of Chinese classroom teaching [M]. Nanjing: Jiangsu Education Press, 20 1 1.
[4] Wang Rongsheng. Essentials of reading teaching design —— Wang Rongsheng's suggestion to Chinese teachers [M]. Beijing: China Light Industry Press, 20 14.
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