Evaluation of oleander

When teaching this text, xu teacher leads students to feel the characteristics of oleander in the author's eyes? The flowering period is very long, and it has commendable resilience, so that students can follow the author to intoxicated the fragrance of oleander in the moonlight, be transformed, imagined and happy in the confusing flower shadow? Let students know the author's unique feelings about oleander, and then enter the author's inner world, feel the author's life feelings, and cultivate students' aesthetic taste.

Look at the key paragraphs first and feel the flowers.

The fourth paragraph mainly talks about the toughness of oleander, which is the focus of the article. Xu teacher grabbed the center word? Toughness? Cut into teaching. Let students understand first? Toughness? The connotation of? Tough and unyielding. Then let the students read the text silently, find out where the resilience of oleander is, draw relevant sentences, read them out and write down their own reading experience. Read three key sentences:

( 1)? Nerium oleander was silent there. One flower failed, another blossomed, a Dulu flower turned yellow, and another Dulu grew. ?

(2) In the warm spring breeze, in the heavy rain in midsummer, and in the cold in late autumn, you can't see anything that is particularly lush, and you can't see anything that is particularly declining.

(3) From spring to autumn, from winter jasmine to Hosta, chrysanthemum, all accompanied.

Find out the sentences you are looking for, read them to everyone and talk about your own experience. On this basis, let the students read further and compare reading with the third paragraph is the third step. By who? Isn't this toughness valuable compared with those flowers in the yard? What does this sentence ask? What are those flowers in the yard? What are those flowers like? Lead to the third natural paragraph. Let the students understand that this part is written in the order of seasonal change from spring to autumn, just like writing oleander in the fourth paragraph. Let the students deeply feel the unique and valuable toughness of oleander, as well as its obscurity, humility and peace. Understand that the author wrote the third paragraph to contrast and use other flowers to contrast the toughness of oleander.

Second, combine reading and writing and learn to express.

The fifth paragraph is about oleander, which has aroused many beautiful fantasies of the author and is also the key paragraph of the text. Xu teacher mainly guides students to think about two major questions: (1) Why does oleander in moonlight arouse the author's fantasy? Inspire students to mobilize their own life experience to understand? The leaves are uneven and the fans are separated? Imagine the scenery and enrich the image in your mind. (2) What fantasies did oleander arouse in the moonlight? Mention keywords? Map? 、? Seaweed? 、? Zhu Mo? Let students study their favorite fantasies. Read aloud in a good way, imagine while reading, let students enter the artistic conception of beauty, read out the charm of beauty, fully understand the author's intoxication, ecstasy, joy and imagination, and be infected and interested. Finally, the teacher also designed a writing exercise: I fantasize that he is. Let students connect with the reality of life, internalize the language form of textbooks into their own language, make the classroom full of strong Chinese flavor, let the text penetrate strong humanistic spirit, and realize the natural combination and harmonious unity of instrumental and humanistic Chinese teaching.

Third, starting from flowers and people, sublimate the theme.

After learning about the characteristics of flowers, xu teacher supplemented the information of the author Ji Xianlin in time, so that students could find out the similarities between flowers and people, and realized Ji Lao's character of being swayed by considerations of gain and loss, being rich and unassuming. Because of his oleander-like personality, he is called? Oleander bosom friend? From flowers to people, the theme of the article has been sublimated.

At the beginning of the second teaching of oleander, Mr. Zhao took the author's feelings as the main line, seized the last paragraph of the text as a breakthrough, and went straight to the center to start teaching. Students ask two questions around the last paragraph: 1. Where is the toughness of oleander? Second, what illusion does oleander bring to people in the moonlight? Teachers should use situations to guide students' emotions? Toughness? And then what? Fantasy? The connotation of. ? Toughness? It is one of the charms of oleander, so the teaching of the fourth paragraph of the text focuses on reading, and strives to guide students to read middle school texts through personalized reading, so that students can learn from reading and feel in understanding. Among them, the teacher interspersed with the difference between double negation and affirmative sentences. Students read aloud to understand the text and use double negation to make the expression more effective.

Compared with the fourth natural section, the third natural section plays a comparative role. The teacher didn't explain too much in this natural section, but only showed the flowers in spring, summer and autumn, including the spring jasmine, peach blossom, apricot blossom, begonia, elm leaf plum and lilac. Impatiens, Dianthus, Celosia cristata and Plum Blossoms in summer; Hosta flowers and chrysanthemums in autumn. When showing the flowers in each season, let the students compare the gorgeous flowers in full bloom with the helplessness in withering and the luxuriance of oleander in three seasons of the year, so that it is not difficult for students to understand the unknown and valuable tenacity of oleander, and it is not difficult for them to understand the contrast and foil role played by the third natural section. And catch it? Compared with those flowers in the yard, isn't this toughness valuable? This sentence is unfolded. Let the students turn this sentence into a declarative sentence. This not only satisfies the students' curiosity and thirst for knowledge, but also resonates with the author emotionally, so that students can have a further understanding of oleander.

When learning fantasy, the teacher first makes a model reading, and then the students spread their imagination wings to produce different fantasies and feelings. Then ask the students to talk about what causes the author's infinite reverie and understand it on this basis. Is the leaf shadow uneven? 、? Flower fans leave? It is the reason why the author has fantasies, and then let the students choose their favorite fantasies to read repeatedly. The teaching of this paragraph is mainly to let students express their love for oleander by reading aloud. Let the students understand more deeply why the author likes oleander.

After listening to Mr. Zhao's class, do you feel that teachers should be good at changing in the teaching situation? Death lesson plan? For what? Life lesson plan? Seize the opportunity, make the best use of the situation, give full play to your teaching wit, implement spiritual teaching and advocate aura learning.

When designing teaching, the teacher of the third case of "Evaluation of oleander" pays attention to the law of combining teaching materials with students' reality, and the teaching starts from the whole.

She does it in two steps: first, she has a preliminary perception of the textbook and shows the first section. After reading, ask the students to think with questions: 1. Where is the toughness of oleander? The author described oleander in detail from several aspects. (color, flower, flower shadow) 2. What illusions does oleander bring to people in the moonlight? Then ask the students to find the relevant sentences in the text, imagine the pictures described in the book and realize the author's love for oleander.

Then, the teacher leads the students from emotion to state, and keeps the beautiful language in mind, just like carving a moving picture in their hearts. Later, the teacher arranged a small exercise for students to imitate the illusion of oleander in the moonlight, which is a writing method associated with the prospect of eyes, appreciate the pictures of oleander in the sun, expand their fantasies and imitate sentence patterns. Writing is not only conducive to mobilizing students' enthusiasm to participate in learning and activities, but also can better promote students to read, understand and recite texts, and feel the role and charm of Chinese in life. This also embodies the principle of integration of reading and writing in Chinese teaching, and the shift from reading to writing gives students subtle guidance in writing.

On the other hand, the written language is beautiful and the vocabulary is rich, which depicts the wonderful scenery of oleander. Therefore, in order to cooperate with the teaching of this class, the teacher carefully designed interlanguage and small conclusion. This kind of emotional narration and poetic rendering has become a bridge for students to immerse themselves in the scene, and also brought them beautiful enjoyment.

From the establishment of teaching emphasis, teachers pay attention to the guidance of reading aloud and encourage students to accumulate internalization in reading appreciation. Let the students imagine while reading, so as to feel the beauty of language and artistic conception of the words, thus realizing the tenacity of oleander and the enjoyment of beauty brought to people, and being cultivated by beauty. The establishment of this key point makes teachers clear the focus of teaching, gives students more time, allows students to learn in reading, and promotes students' autonomous learning.

If the teacher asks a question and the students' answer is not what they think, then don't make a fuss and let the students play it by ear after speaking. For example, in class today, the teacher asked the students to answer: What other flowers are there in the author's yard? See how the author describes it. Find the word. ? The students raised their hands to answer the sentences in the text, and she immediately denied them. According to her own pre-design, students are allowed to say words, which needs to be improved.