There is such a description in this article: "I stood up, too, and didn't notice that the upper part of the small swivel chair was crooked." The Prime Minister came to straighten the swivel chair and entered the back. "
This passage is mainly about the inadvertent subtle action of the Prime Minister in righting the seat. It seems that it is not closely related to the context, and it is also somewhat inconsistent with the center and focus of the article. Even if this paragraph is deleted, not only the context is natural, but also the integrity of the content and theme of the article will not be destroyed. A famous writer doesn't know the common sense of writing? No, it is this seemingly redundant action description that embodies the meticulous and rigorous life style of the Prime Minister and enriches the image of the Prime Minister. The greatness and sublimity of the Prime Minister are not only reflected in his great achievements, but also in his daily life. Isn't this seemingly casual action the epitome of the rigor and prudence of the Prime Minister's life? This description is called detailed description. This seemingly casual description not only does not dilute the theme, but also highlights the noble personality of the Prime Minister and the author's deep admiration and love for the Prime Minister.
The author is He Qifang,
Author's information: He Qifang (1912.2.5-1977.7.24), formerly known as He, was born in Wanxian, Sichuan. 1929 was admitted to Chinese Academy, and a new collection of poems has been published. 193 1 joined the philosophy department of Peking University and began to publish works in Modern and Literature Quarterly in Beijing and Shanghai. His poems, together with Bian and Li Guangtian, were included in Hanyuan Collection. The collection of prose "Painting Dreams" expresses symbolic poetry with gorgeous literary talent, and creates an independent lyric prose style, thus winning the Ta Kung Pao literature prize from 65438 to 0936. 1935 After graduating from university, he taught in Nankai Middle School in Tianjin and Laiyang Rural Normal School in Shandong. Miscellaneous notes on returning home, etc. Created under the influence of reality. After the outbreak of War of Resistance against Japanese Aggression, I returned to my hometown and Chengdu as a teacher, founded bimonthly works and published poems such as "Chengdu, let me wake you up". 1938 went to Yan 'an with Sha Ding and Bian to work in Lu Xun Art Institute. During this period, there were a collection of poems "Night Song" and a collection of essays "Spark Collection". After 1944, he was sent to Chongqing twice to carry out the United front work in the cultural field, and served as the deputy director of Xinhua Daily, writing many essays, essays and commentary articles. 1948 to Central Marxism-Leninism College. 1953, long-term leadership of the China academy of social sciences institute of literature, as the secretary of the secretariat of the Chinese writers association. He is mainly devoted to the organization of literary criticism and literary research. His works include About Realism, Xiyuan Collection, About Writing and Reading Poems, etc.
Bibliography of works:
Hanyuan Collection (Poetry Collection) co-authored with Bian and Li Guangtian, 1936, Business.
Painting Dreams (Prose Collection) 1936, Wen Sheng.
Collect (a collection of novels, plays, etc) deliberately. ) 1938, Vincent; Add or delete. 1940, Wensheng
Homecoming Diary (Prose Collection) 1939, good friend; Also known as The Return of the Native Miscellaneous Notes, 1943, Guilin Working Society.
Prophecy (poetry anthology) 1945, Vincent; Addition and deletion, 1957, new literature and art.
Night Song (Poetry Collection) 1945, Poetry Literature Society; Updated version, 1950, Wensheng; The addition or deletion of this book is also called Night Song.
And the daily song, 1952, Humanities.
Spark Collection (Prose Collection) 1945, Qunyi
The sequel of Spark Collection (Prose Collection) 1949, Qunyi
On realism (essay) 1950, Haiyan.
Xiyuanji (Essay) 1952, Humanities
On writing and reading poetry (prose) 1956, writer.
Selected Works 1957, Humanities
Poetry Appreciation (Prose) 1962, writer.
He Qifang's Poetry 1979, Shanghai Literature and Art.
Selected Works of He Qifang (Volume 1-3), 1979, Sichuanese.
An Ordinary Story (Prose Collection) 1982, Hundred Flowers
He Qifang's Works (1-6)1982-1984, Humanities
Selected readings of He Qifang's poetry and prose 1986, Sichuan Education Press.
Selected Prose of He Qifang 1986, Hundred Flowers
Translation bibliography:
He Qifang translated poems 1984, Foreign Literature Publishing House.
Teaching plan:
I'm talking about lesson 1 1 volume 13 of the Chinese textbook for primary schools published by People's Education Publishing House. The article tells the story that the author accompanied the Prime Minister to review the manuscript and witnessed the Prime Minister working all night. Praise the tireless work spirit and simple work style of Premier Zhou, and express the author's thoughts and feelings of reverence and love for Premier Zhou. There are two main purposes for writing this text: one is to edify students with the great personality of the Prime Minister. The second is to guide students to show the great spirit of the characters through small things in life and plain language. Therefore, according to the basic concept of curriculum reform and the new curriculum standards in China, the teaching objectives of this course are determined as follows:
1, learn the text, experience the hardships and simplicity of the Prime Minister, and feel the great personality of the Prime Minister.
2. Understand the author's method of expressing the noble quality of characters with unpretentious words and small things in life.
3. Practice reading the text with emotion.
Among them, goals 2 and 3 are the focus of this class, while understanding the last two paragraphs and deepening students' reading experience are the teaching difficulties.
Preparation of teaching AIDS: Teachers and students collect relevant videos and written materials of the Prime Minister before his death.
To preach the law:
The process of reading teaching is a process in which each student studies hard to gain individual experience and unique feelings, and it is also a process in which teachers guide students to realize self-construction, learn to read and promote expression in reading practice. Therefore, in this class, I mainly adopt the "problem-guided reading method", that is, reading as the classics, asking as the latitude, combining reading, thinking, discussion and debate, creating a good atmosphere of autonomy, cooperation and equality, teaching with learning, guiding with learning, giving full play to students' initiative, development and creativity, and achieving the teaching realm of "doing nothing"
Say the program:
(a) wonderful introduction, questioning the calibration.
First of all, teachers and students talk, and students report the relevant information collected before class, so as to initially cultivate students' ability to collect and screen information. Then the teacher naturally introduced: "We followed the author He Qifang to the Prime Minister's Office and felt his works all night." After writing on the blackboard, ask the students, "Do you have any questions when you see the topic?" "How do you want to solve these problems?" According to the students' answers, the teacher skillfully guides the students to enter the state of reading the text independently.
(2) overall perception, learning through reading.
Suhomlinski said: In people's hearts, there is a deep-rooted need to be a discoverer, researcher and explorer. This demand is especially strong in children's spiritual world. So in this session, I let the students read with their own questions first, and then communicate in class, "What did you read through reading?" Teachers encourage students to carry out personalized interpretation and exchange reading experience from multiple angles and levels.
(3) Study and analyze problems and read intensively.
Curriculum standards point out that reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. Students should be allowed to deepen their understanding and experience in active thinking and emotional activities. We should cherish students' unique feelings, experiences and understanding. Therefore, in this link, I still take students' self-questioning, doubts and doubts as the main line, and guide students to feel the charm of language and words in communication, listening, discussion and debate, and be influenced by emotions.
1, students silently read the text, circle the places that impress them, read it several times, and then communicate with their classmates.
2. According to the key content of the article, each group puts forward a question related to the content of the text to other groups. At the same time, teachers show teaching skills:
(1) Please discuss in groups. (2) Design questions according to the content of the text. (3) There must be "why" or "how" in the question.
Questions come from students, questions that students care about, and questions that students ask themselves. Such questions are more attractive and challenging.
3, the whole class in groups to exchange their own problems, group cooperation and discussion, debate and discussion between groups, teachers to give relevant guidance.
Here, on the one hand, I encourage students to choose teaching content independently, and at the same time give full play to the leading role of teachers themselves. For example, guide students to choose valuable questions-questions that they are interested in, don't understand and are important, especially those related to understanding, accumulating and using language. For another example, teachers, as students' study partners, also have the right to choose, especially when students' questions are biased, and they should set an example and put forward several valuable questions to discuss with students-"What did the author say to himself after witnessing Premier Zhou's all-night work? What do you want to say to the world? Write what you want to say next to the illustration. " In addition, during the students' discussion, the teacher also showed Premier Zhou's work schedule 1974 from March 26 to 27, which made the students feel that the author only described the Prime Minister's work for one night. In fact, every day, every night, the Prime Minister works tirelessly, which sublimates the reverence and love of the students. Teachers' guidance organically combines active acceptance learning with students' autonomous learning to avoid "seeing the trees but not the forest" in students' learning, and truly give full play to the main and leading roles of teachers and students.
4. Let the students choose something that can impress them and read aloud with emotion.
Mr. Zhang Zhigong, a famous linguist, said: "Reading teaching is reading first, reading second and reading third." Read a book a hundred times and you will find its meaning. To this end, I let students choose their own reading content. Try to embody the following characteristics in reading: the purpose of reading; The level of reading; Individualization of reading; Reading instruction. The form of reading also allows students to choose: they can read by themselves, sit in the same seat, communicate in groups, find a study partner to compete and show it to the whole class.
Because students choose their own content and form, they have the opportunity to fully show themselves, so they can experience the fun of participation and taste the joy of success. In this way, the instrumentality and humanity of Chinese subject will blend well and complement each other.
(4) Expand and extend to form accumulation.
Students ask questions, read with questions and solve problems in reading, which is only the superficial goal of reading teaching. It is the need of sustainable development and lifelong development for students to walk out of the classroom with questions. To this end, I use such a question to summarize the full text: What do you think this class has gained? Is there anything else you think or don't understand? Then make a comprehensive summary and evaluation according to the learning situation.
In addition, in order to organically combine in-class and out-of-class, appropriately expand learning resources and broaden learning channels, I also arranged extracurricular reading assignments: reading "Mourning in January" and "Premier Zhou, where are you? These two articles are really about learning Chinese in life and using Chinese in life!
1, Su,1Born in Zhongshan City, Guangdong Province on August 29th, 989, China male sprinter, associate professor of the School of Physical Education, Jinan Un