Elephants are invisible from "agility" —— Thoughts on Reading "Your Chinese class can be so agile"

? Elephants are invisible from "agility"

? -thoughts on reading "Your Chinese class can be so smart"

No.3 junior high school in Qishan County? Hou Huifang

"Your Chinese class can be so smart" is a compilation of classic Chinese teaching examples generated by Li Renfu, a special teacher in Jiangsu Province. There are three series in the book * * *. The first series of lessons are mr jin yuelin and Moonlit Night on the Spring River, both of which are one lesson and two lessons. The second set of lessons includes "Persuasion (Excerpt)", "Teacher's Theory" and "Qinyuanchun? Changsha, the sapphire case? Yuan Xi, Father Fish and Biography of Guan Zhong. The third set of lessons includes "Thinking of Beiping", "Taking Doctrine", "Believe in the Future", "Facing the Sea, Blooming in Spring" and "Biography of Hulan River (Excerpt)". After each series, there are generated classroom researchers from all over the country to talk about and generate Chinese teaching keywords. ?

smelling the ink of the new book, I concentrated on reading it carefully.

Teacher Li Renfu wrote in the preface: Why do students dare to be the first in this smart class? Why are teachers able to win freely? The generative classroom I advocate is actually to answer these two questions. One of the answers is to carefully design the "startup mode" to encourage students to be the first; The second answer is to seriously consider the "flexible presupposition" to ensure that teachers are in harmony.

Then, how did Teacher Li Renfu carefully design the "startup mode" to encourage students to be the first; How to consider "flexible presupposition" and make it open and close in classroom teaching; How to help the three-dimensional combination of text and students and promote the wisdom and agility of classroom teaching? Below, I will take two classroom records of mr jin yuelin as examples to talk about my reading experience.

? The article "mr jin yuelin" takes the word "fun" as a clue, and describes Mr. King's interesting appearance, interesting subjects, interesting questions, interesting answers, interesting lectures, interesting ways of loving children, interesting ways of loving lovers and interesting ways of contacting society, etc. to show the whole picture of a philosopher. The full text is divided into 15 natural paragraphs, which can be divided into three parts: The first part (the first natural paragraph) is the general introduction of the full text, which summarizes that mr jin yuelin is an interesting professor and is worth writing about. The second part (paragraphs 2-12) describes mr jin yuelin's distinctive features from many aspects, providing readers with a comprehensive and profound impression. The third part (paragraphs 13-15), echoing the beginning, hopes that people who are familiar with mr jin yuelin will write more articles to express their love and respect for teachers. Teacher Li Renfu's lesson is really memorable.

First, start the class based on what the students know

Example 1: Direct lead-in. First, ask the students to tell two interesting stories about mr jin yuelin at will. Find a few key words from the text to explain what kind of person mr jin yuelin is. Then ask the students to exchange the question marks and exclamation marks (note: question marks represent the problems found, and exclamation marks represent the appreciation of some aspects of the text) produced in the process of self-study. The students directly asked the eighth paragraph "I" to give Haoyi Wang a picture, which depicts the profound connotation of "a few mushrooms, boletus, a green onion and two garlic" and "a big Xuanwei ham".

lesson 2: get into the topic directly, first understand how many times the students have read the text. Give the students two minutes to read the text before and exchange what they appreciate most after reading the text, and where there are still problems. One student first asked mr jin yuelin what kind of person he was. This student asked himself and answered himself, and another student added an answer. Another student went straight to the ninth paragraph of the text. mr jin yuelin "put his right hand into the back of his neck (to correct students' pronunciation mistakes here) and squeezed out a flea". What is the relationship between "squeezing fleas" and "stressing philosophy"? From this, we can enter the paragraph of detailed description in the text.

lesson one is closely related to the content of the text, directly hitting the eye of the text and cutting into the eighth paragraph (non-key paragraph) of the text. Lesson 2 starts with the topic, understands the learning situation, and goes straight to the ninth paragraph (key paragraph). Although the time is different and the students are different, the two courses are based on the students' in-depth preview, starting with the students' preview of what is known, and taking the students' interest points in the text as the fulcrum, which are naturally introduced, without branches and vines, concise and atmospheric, and there is no trace of copying mechanically. The difference is that students' concerns and feelings are different, and the paragraphs entering the text are different, so the follow-up links of classroom learning are different, resulting in "wonderful without reservation" It can be seen that the appropriate starting point of teaching is an effective method to arouse students' interest in learning and a solid foundation for generating classrooms.

2. Teaching context according to students' thinking

Lesson 1: Following students' thinking, guide students to gradually go deep into the text from two aspects: question mark and exclamation point. It is "unfortunate" that Lin Guoda drowned, and Lin Huiyin celebrated her birthday after her death, and realized her husband's affection and righteousness; From "pinching fleas", the details are described, and reading about raising cockfighting and sitting on a flat three-wheeled platform, I realize that my husband is "interesting". On the basis of students' understanding of the text, we should expand the detail description and its function in time, focus on the typical detail taste in class, and expand the paragraph (Liang Qichao's speech) with great characteristics, which not only helps students to further understand the function of detail description, but also helps to see The National SouthWest Associated University's "independent spirit" and "free thought" through mr jin yuelin. In this way, the students' "question mark" and "exclamation mark" went deep into the text, and they went deep into it layer by layer, from Mr. Wang's feelings and interests to the soul of the General Assembly, and they read it with relish and profundity.

lesson 2: starting with "pinching fleas", students read eleven paragraphs of "a friendship between gentlemen is as light as water", and asked mr jin yuelin why he invited a guest on Lin Huiyin's birthday, thus interpreting the importance of his husband. At this time, a student's exchange speech returned to the relationship between "pinching fleas" and "stressing philosophy". Teacher Li Renfu did not drag and pull, but let the students communicate freely, find out the details and describe the key sentences, use the deletion of words and comparative analysis, and then read the experience after appreciation, until the students found that the boring philosophy class was so interesting by the teacher, which shows that the teacher was "interesting". Then read the details according to the students' thinking, focusing on eleven paragraphs-"He collected big pears and pomegranates everywhere and took them to compete with other professors' children. When the summer is over, give pears or pomegranates to his children, and he will buy them again. " These words, together with the students, complement the detailed description. In the comparison of the details of choosing to supplement the competition or send something, guide the students to describe the details around the characteristics and key points of the text, experience the innocence of the teacher, and understand the principle that the detailed description must serve the center. Then go back to the text and go deep into the text. "There are many interesting professors in The National SouthWest Associated University, and mr jin yuelin is one of them." Find "fun"-read "fun"-enjoy "fun".

There are obvious differences in students' perception of the text in the two classes. However, no matter where students start, ask questions and start, Mr. Li can follow the trend, guide students from superficial to in-depth, explore the essence from the surface and walk freely through the text. The difference of students' classroom thinking and the ingenious plan of teacher Li Renfu's "four or two strokes" make the two classes different. ?

Teacher He Quanzhong, a researcher who generates classroom learners, said: "The difference of students' starting the classroom only determines the' no appointment' in the classroom. How to make the classroom' wonderful' requires teachers to make full preparations before class." Yes, how important it is to prepare before class if you want to be wonderful and smart in classroom teaching for these tens of minutes.

preparation means not only preparing teaching materials, but also preparing students. "Chinese teacher's eyes, it is best to look at the text and the students. Just look at the students and put the text on the shelf. Of course, there is only a lively flower shelf in the classroom, which is a performance-oriented and superficial teaching; But just looking at the text and putting the students aside, there is no doubt that there is only an authoritative one-man show in the classroom, which is an impersonal and inhuman teaching. " (Li Renfu's "The Beauty of the Curve in the Classroom") Only by paying equal attention to both can we play the role of self-provision, and we can truly achieve flexible presupposition. In any case, we can open our elephants up and down invisibly, bloom wisdom in the natural state, and harvest a smart classroom.