Information Point and Target Language Analysis

(key points, difficulties and key points)? If Huang's curriculum standard is compared to the center of the circle, then the teacher's understanding and mastery of the textbook is the radius. No matter how big a circle is, it is inseparable from the core element of the center. Teachers understand the curriculum standards by interpreting textbooks, and at the same time use the curriculum standards to control textbooks. Undoubtedly, textbooks are the basic carrier for teachers to implement curriculum standards, the most basic curriculum resources and the curriculum resources with strong policy. We should fully realize the importance and seriousness of textbooks, but textbooks are not the only curriculum resources. First, we must attach importance to the rational and effective development and utilization of other curriculum resources, so that textbooks and other curriculum resources complement each other, integrate with each other, and learn from each other's strengths. Second, in the use of teaching materials, we should insist on "creatively understanding and using teaching materials" and realize the ideal realm of "teaching with teaching materials" rather than "teaching teaching materials". How to delve into teaching materials and realize "creatively understanding and using teaching materials"? First, grasp the characteristics of the Compulsory Education Curriculum Standard Experimental Textbook (hereinafter referred to as the "new textbook"). First of all, the new textbook focuses on guiding the transformation of learning methods. According to the spirit of curriculum reform outline and the requirements of curriculum standards, the new textbook focuses on reforming students' inflexible learning methods in curriculum and content design, guiding students to observe, practice, collect information, cooperate and exchange, experience, feel and reflect, realizing the diversification of learning methods and expanding the time and space of learning. Secondly, the new textbook embodies knowledge and ability, process and method, emotional attitude and values in the arrangement of theme and content, and tries to comprehensively consider knowledge learning, ability training and the experience and formation of emotional attitude and values as a whole, and embody it in the design of theme and content in order to fully realize the overall goal of the new curriculum. Third, the new textbook emphasizes the connection with real life. On the one hand, we pay attention to and make full use of students' life experience, on the other hand, we also pay attention to timely and appropriately reflecting the new achievements of discipline development, strengthen the connection between book knowledge and real life, and strive to overcome the tendency of discipline centralism. Fourth, the new textbooks reflect students' physical and mental characteristics. The writing style and presentation of teaching materials should consider students' age characteristics, hobbies and cognitive level as much as possible, which is conducive to stimulating students' thirst for knowledge. Fifth, the new textbooks leave room for creative teaching. New textbooks are more about providing teaching resources for teachers and need to be used creatively. We can't simply teach them as dogmas, and the idea that teachers are the implementers and builders of the curriculum should be implemented. Second, interpret the text and internalize the teaching materials into the existence of their own living language and thoughts. First of all, we should know the textbooks. Teachers should understand the original intention and new ideas of teaching materials through various forms of reading, grasp the essence and difficulties of teaching materials, and internalize the content and spirit of teaching materials. "This way and that way, you can't study textbooks. "1, read aloud and read emotions. Teachers should and must read the teaching content (text) well, so as to read it correctly, fluently and read their own feelings; Read the voice in your mouth, the picture in your eyes, the emotion in your heart and the notes in your hand. Teacher Yu Yongzheng thinks: "If the teacher reads well, he will finish more than half of the work when preparing lessons." Only when the teacher reads well can the students read with you confidently in class. Professor Wang Caigui of Taiwan Province thinks "Read after me" is the simplest and most effective reading teaching method. "A Chinese class that teachers and students can read deeply must be full of spirituality, interest and effectiveness. After reading it, all the explanations will look pale and powerless. " 2. Read silently and read your point of view. Teachers should calm down and talk with authors and editors, so as to understand, read through and read out their "unique feelings". What does it mean to "read, understand and understand your own unique feelings"? We believe that we should at least understand the intention of the textbook, make clear the key and difficult points of the textbook, and have our own thinking and value judgment. For example, when I was studying textbooks, I found that the editor said, "The whole poem enthusiastically praised the spirit of loving and serving the people wholeheartedly and mercilessly lashed the reactionary rulers." How to understand the ideological connotation of "mercilessly lashing the reactionary rulers" for the current sixth-grade pupils? I made bold adjustments, positioning myself as "guiding students to think about' life' and' death', and establishing that' life' is the life value education of' living better for most people', and even' death' is the life value education of' sacrificing for most people'"; For example, I took the lesson "Little Match Girl", which not only aroused my classmates' sympathy for the little girl, but also learned a positive attitude and sincere love for life from the little girl, that is, never give up the yearning and pursuit of life, beauty, kindness and happiness at any time and under any circumstances! In this way, when you say goodbye to this world, you can "have a smile on your lips"; For example, when I take the lesson "Nine-color Deer", I just want students to learn not only the kindness of "Nine-color Deer", but also the spirit of "Nine-color Deer" that is not afraid of violence, brave in struggle, calm and calm in adversity, and dare to safeguard their own rights and interests, and so on. I take "Hurry" (the textbook revised by People's Education Society for the first time 12 and the experimental textbook of People's Education Society for the first time 12) as an example to talk about how to read the textbook when preparing lessons. (1) Read the text silently. Understand what the text mainly writes, what ideas are expressed, what characteristics are there, and so on. (2) Read new words. Correct pronunciation of "verb" and "steaming" (verb, steaming and melting), and understand the meaning of words (words). Look it up in the dictionary if necessary. For example, what does "evaporation" mean? Why did the author say "Like fog, it was evaporated by Chu Yang" instead of "Like fog, it was evaporated by Chu Yang"? When I looked up Modern Chinese Dictionary, there was no word "steaming" in the dictionary, so I had to look up "steaming" and "melting" separately, and then combine the context and the author's mood to appreciate it. I found Mr. Zhu Ziqing's handwriting extremely elegant, and "melting" means "melting", "melting" and "melting", which gives people a soft and natural feeling. Although these are not necessarily talked about in class, teachers should know and understand them. For new words, teachers should also practice writing, which requires neatness, standardization and beauty, especially the "steamed" word, and the font is difficult. The teacher writes on the blackboard, trying to make the students see the order of strokes clearly. Show the blackboard so that the audience can clearly see the stroke order. (3) Read the thinking exercises after class to understand the intention and lay the foundation for determining the teaching objectives. Read the text with emotion. Think about what this text is mainly about. Analysis: This question has two requirements, both of which are very important. One is reading aloud. Reading aloud is the most frequent and important reading training, and it is also the main method to understand the content and feelings of the text. "Reading the text correctly, fluently and emotionally" is an important goal of reading teaching, which is listed as the primary goal of reading teaching by curriculum standards. After-class exercises also put this article on the first question; The second is the training of generalization ability and thinking ability. The editor only mentions "thinking" about what the text is mainly about, in order to reduce the requirements. How to deal with it? Read silently and meditate first; Then exchange discussions; Finally, let me talk about it. As long as you get to the point, you are allowed to be incomplete and have your own expression. (2) Find out meaningful sentences or favorite sentences, such as "Like a drop of water on the tip of a needle in the sea, my days are dripping in the stream of time without sound or shadow." Contact the reality of life and talk to your classmates about your understanding and feelings. Analysis: This topic aims to inspire students to feel attentively in reading, implement the concept that "reading is students' personalized behavior" and teachers should "cherish students' unique feelings, experiences and understanding" put forward by curriculum standards, and cultivate students' reading appreciation ability. The methods are: reading, connecting with real life, communicating with classmates, and telling your own understanding or why you "particularly like it". Teachers can adopt the teaching strategy of "help first and then release", such as analyzing the benefits of this expression by using the examples given in the questions. This is the focus and difficulty of teaching. (3) How does the author describe the days that come and go in a hurry? Imitate the writing in the text and write a few more words. Analysis: This is an exercise of "understanding and using" language, which enables students to have both "meaning" and "writing". First of all, I found the content of the author's "describing the days that came and went in a hurry", and realized that the author turned the invisible "days" into tangible things, and the image was tangible, and used various rhetorical devices such as metaphor, personification, parallelism and repetition to make the image vivid. Then, combine with real life, practice imitation writing, reading and writing, and use language. Recite the text and copy down your favorite sentences. Analysis: This exercise focuses on language accumulation and implements the goal of "enriching language accumulation" proposed by the curriculum standard. Thinking practice after class is often the teaching goal of a text, and it is "the concentrated expression of the editor's intention" (Yuan). In other words, the teaching of a text can last for one class or two classes. Under the guidance of teachers, students independently complete the exercises after class through since the enlightenment's self-reading and discussion, thus completing the teaching tasks and achieving the teaching objectives. Even if the teacher has finished teaching the text, the students have finished learning it. (4) Read the "introduction" of the unit group and the "review and expansion" of the Chinese Garden to clarify the position, function and training points of the teaching materials. The first group (introduction), the first natural paragraph, suggests that the content (theme) of this group of texts is "understanding life and getting inspiration from life"; The second paragraph reminds us of the key points of this group of text training: one is to "grasp key sentences, connect with real life and understand the truth contained in the article", and the other is to "experience expression methods" and try to use them. After-class thinking exercises 2 and 3 of Hurry are the implementation of these two training points. Looking back, I suggest two points: first, you should have your own opinions when reading; Second, the way to gain this insight-contact the context and real life and think independently. "Thinking Exercise 2 after class in a hurry" is the embodiment of this training point. (5) When reading the text, teachers should read the text correctly, fluently and emotionally. 3. Read the teacher's textbook and the textbook "Standing on the shoulders of editors". Teachers' teaching books are the direct theoretical basis of teaching and the most important reference materials for teachers to prepare lessons. The "Description" part of "Teacher's Teaching Book" expounds in detail the basic structure, main features and problems that should be paid attention to in teaching, which is an important basis for us to grasp the teaching materials and teaching, so that we can "have the whole book"; Each unit of "Teacher's Teaching Book" begins with "Reading Guide", which reminds us of the theme, characteristics and training points of the whole group of textbooks, so that we can "keep the whole group in mind"; Every text of "Teachers' Teaching Book", including textbook interpretation, teaching objectives and teaching suggestions, makes us "have a whole article". On this basis, we can set the teaching objectives as follows: ① Master the two new words in this class and read and write the words "dynamic, steaming, hairspring and naked" correctly. ② Read the text with emotion, recite the text and accumulate the language. Understand the main content of the text, feel the beauty of language and the author's expression, and try to use it. By collecting information and grasping key words, sentences and paragraphs, we can understand the thoughts and feelings expressed by the author, understand that time is precious, and establish a sense of cherishing time. "Guiding students to correctly understand and use Chinese language, enriching language accumulation, cultivating language sense and developing thinking" is a concise summary of Chinese teaching objectives. Therefore, these two teaching objectives are the focus of teaching; Because of their age characteristics and life experience, students still lack practical life experience and thinking about life philosophy. Therefore, it is difficult to "grasp the key words, sentences and paragraphs and understand the thoughts and feelings expressed by the author". 4. My understanding of "creative use of teaching materials". This is put forward by the curriculum standard in the Teaching Suggestion, that is, "we should creatively understand and use teaching materials, actively develop curriculum resources, and flexibly use various teaching strategies to guide students to learn to learn in practice." From "teaching textbooks" to "creatively understanding and using textbooks" is a qualitative leap and a historic progress. Possibility of "Teaching with Textbooks" We are in an information society. The diversity of information and the convenience of obtaining information enable us to collect the information we need almost anytime and anywhere, and supplement, expand and enrich the teaching materials. Moreover, the richness and uncertainty of students' life make the teaching materials vivid and rich while connecting with students' life experience. The necessity of "teaching with textbooks" Textbooks are presented in the form of texts, which are relatively fixed. Professor Schleswig (one of the members of the National Textbook Examination and Approval Committee for Primary and Secondary Schools) once said: "Textbooks have fallen behind the times since their publication." When we use textbooks, it is necessary to supplement or even revise them according to the changing requirements of the times. Always teach and be innovative. The "writing" is similar year after year, but the "teaching" is different year after year. However, as mentioned above, teaching materials are the basic carrier for teachers to implement curriculum standards, the most basic curriculum resources and the curriculum resources with strong policy. It is not advisable and irresponsible to put the teaching materials "after class" and "outside the text" and "outside the teaching materials" at will. "Teaching textbooks well" and "teaching textbooks well" are still the basis and premise. If there are problems and difficulties in teaching textbooks and teaching textbooks well, then using textbooks to teach and use textbooks creatively is tantamount to fishing, and even there is a danger of ignoring and destroying textbooks. Therefore, teachers must understand, analyze and study the teaching materials in preparing lessons, and also read widely, enrich and accumulate, pay attention to life and understand students, so as to make full preparations for the creative use of teaching materials. For example, in the "practical activities" and "investigation around us" arranged in Volume XII, there is no "relevant unit" to visit, and there is no "library" or "network" to consult relevant materials. What shall we do? First of all, teachers who are interested in their professional life are preparing lessons every day, such as collecting newspapers for students to read for World Water Day, World Environment Day, Earth Day and World Atmosphere Day. This habit of teachers will naturally and unnaturally affect students and pass it on to them. The second is to guide students to learn to watch TV and pay attention to getting information from TV programs, especially the Central Education Science Channel 10 is an important curriculum resource. Third, start from the side, start from small things, and contribute to environmental protection, such as the positive and negative use of manuscript paper, such as not using disposable ink pens, such as using plastic bags as little as possible. (To be continued)