The whole class is designed with four main questions: 1. As the chief engineer, what kind of Epang Palace do you plan to build according to the content in the article? 2. Read this article again. Can we make a full recovery? Why? 3. In the third paragraph, Du Mu started with "rivers and lakes", with a strong contrast and a sigh. Let's read together. The significance of architecture is not only limited to the building itself and the life in it, but also has humanistic factors. So as the chief engineer, what is the purpose of repairing Epang Palace?
With the popularization of "Four Questions", middle school students understand the characteristics of Epang Palace, which is resplendent and magnificent, with many wives and treasures. They also understand that the reason for Qin's demise lies in arrogance and extravagance, and understand Du Mu's writing purpose of satirizing the present through the ancient times.
Set the situation or task-driven teaching. I have also taken several classes in this design in recent years. At first, I heard that the task was upgraded. That's the expert's evaluation of Mr. Song. At that time, the situation set by Teacher Song was this: If you are a tour guide, lead Chinese and foreign tourists to visit Zhang Heng's former residence (mausoleum? How to introduce Rolling? I still remember that class, teacher Song's unique blackboard writing, and the students' wonderful analysis and debate all gave me a great shock. Later, I heard that Teacher Song also took the lesson "Picking Wei" and set the situation: If you were a director, which shots would you choose? Because I haven't heard about it, I just heard about it from my colleagues. I'm deeply sorry. ) Last month, I listened to Ma Hongxia's Outline of the Birth of Intelligence, which was set as: As a judge, I tried to try a case. These classes make me feel very novel.
Back to Mr. Wang's "Epang Palace Fu" class, I admire this task of promoting design. What moved me most was Mr. Wang's great concern for the whole class. "You are not only an excellent architect, but also a responsible cultural inheritor!" "Is this your opinion or Du Mu's opinion?" ..... I found that Miss Wang always listened to the students' speeches. When the students' language is not fluent enough, she never worries, just waits for the students quietly. After the students finished speaking, they didn't repeat or make a long speech. Suddenly, I remembered a teacher who said a sentence to the effect: "Some teachers ask students questions, and as soon as the students say half a sentence, the teacher can't wait to make a long speech." In order to show themselves, they left the students there for a long time. How painful! " I have been paying attention to this problem consciously in class recently. If the students have already made a wonderful speech, why should the teacher gild the lily? Where students don't understand, it is enough for us to make supplements. I think, only by truly treating students as interlocutors and understanding that teachers and students are equal in class can we really stimulate students to express their desires. Otherwise, students may sigh: "No matter what I say, the teacher will come again for a long time. It is better to let the teacher say it directly!"
It's great that every class is related!