Preview of "Monument"

[Design Concept]

Guide students to "perceive the whole while reading, gain insights while reading, cultivate language sense while reading, and be influenced by emotions while reading" in a connected way.

[Design Features]

Based on the whole, highlighting key points; strengthening connections and promoting understanding.

[Teaching Process]

1. Connect the topic with the text, perceive the "monument"

1. Solve the problem according to the topic. Read the topic correctly, analyze the word "stele" using the formation rules of phonograms, and replace "stone" with radical combinations such as "month", "piece" and "口" to help students master the word "stele". Mobilize students' original experience and talk about their understanding of "monument": What kind of stone monument does "monument" refer to? Then understand the literal meaning of the subject: a tall stone monument.

2. Use texts to solve problems. Does the text talk about a tall stone tablet? Let's browse the full text and find the thirteenth natural paragraph: "The wind got wilder and the snow got heavier. The heavy snow quickly covered the body of the director of munitions, and he became a crystal monument." Read this paragraph of the discussion. words, it is clear that "monument" in the text refers to the director of munitions.

3. Humanistic problem solving. How could the body of the Director of Munitions become a crystal monument? Students read the text freely, go deep into the text to further understand the meaning of "monument", and gain an overall understanding of the text content.

2. Feel the "monument" through the connection between people and scenery

1. Go straight to the point. Which natural paragraph in the text specifically describes the Director of Munitions? Bring students directly into the long seven-natural paragraph of the text, let them read it repeatedly, talk about their feelings, and feel the tragic scene of the director of munitions being frozen to death.

2. Understand the image. What does "frozen" mean? Why was the Director of Munitions frozen? Connect with the description of the environment in the text and focus on the key words to read, think about, and discuss. For example, write about the clothes of the director of military supplies: thin, shabby, etc.; write about the harsh climate: ice and snow, big ice lumps, howling wind, and heavy snow. wait. Through the understanding of the two sets of words, the comparison and connection between people and scenery, students are guided to combine their own experience of severe cold, understand the direct cause of the director of military quarters freezing, and initially understand the character.

3. Connect pictures and texts to understand the "monument"

1. Entry experience. How did the Director of Munitions behave in the face of death? Show the picture of the director of munitions being frozen, and ask students to carefully observe the color picture, read the text with concentration, draw key words: sit, clamp, stretch, calm, serene, etc., and then use dubbing to guide students to read the text emotionally. The vivid pictures, the whistling cold wind, and the vivid language allow students to feel the vivid images depicted in the language and produce real emotional experiences.

2. Perceive the quality. Why does the Director of Munitions act so calm and serene when he is frozen? The Director of Munitions was in charge of the supplies needed by the entire army. How could he be frozen alive? Observe the expression of the Director of Munitions, capture his performance, connect with his special identity, inspire students to develop reasonable imagination, understand the root cause of the Director of Munitions' freezing, and experience that he sacrifices himself for others and gives up the hope of life to his comrades. Keep the threat of death to yourself for your noble character.

4. Connect the beginning and the end to sublimate the theme

1. Highlight the quality. Capture the change in the general's attitude towards the team: he was worried at first about whether he could withstand such a severe test; later he firmly believed that victory belongs to such a team, and the change in his expression before and after seeing the Director of Munitions (I was stunned when I heard it; when I saw it, I was stunned) , angry; knowing, stunned), guide students to chew the words and write them emotionally. In this way, we can take care of things from beginning to end, connect them from front to back, think comprehensively, and understand the reasons for changes. You can also use role-changing methods to let students think about it and talk about it. For example, if you were the general, what would you think at that time? Put yourself in the general's shoes and experience the rich inner world, generate the resonance of the soul, and realize that the indirect description highlights the quality of the Director of Munitions.

2. Feel the spirit. The Director of Munitions used his own body, his own life, and his own soul to create this crystal monument.

When he knew he couldn't hold on any longer, he sat leaning against a bare tree trunk, looking at his advancing comrades and thinking of his relatives at home. What would he say to them? Guide students to think, talk, and write what they left to their comrades or relatives, so that students can get emotional and feel the life prototype shaped by the text, and get close to the characters' hearts, so that the theme of the article can be sublimated, and they can truly be influenced by moral sentiments and Infect.

〔Comments〕

The rich humanistic connotation of Chinese courses and their profound impact on students’ spiritual fields require that Chinese teaching must have multiple connections in order to carry out the task of improving students’ comprehensive Chinese literacy. A heavy responsibility. The characteristic of the design of this course is to focus on this inner connection, with multi-level cross-connections such as title and text, people and scenery, pictures and texts, beginning and end, so that students can interpret the text while cultivating their emotions and developing Improved thinking and developed a sense of language. Mr. Lu Shuxiang once commented that "the key to Chinese teaching lies in the word 'living'." Multiple connections and interconnected contexts can make "living" full of energy, which can be seen in this case.

(Zhou Guangzong's comments)

[About the author]

Yin Guangli, male, graduated from Huaiyin Normal School in Jiangsu Province in 1980, and graduated from Nanjing Normal University in 1997 Course class completion. Special grade teacher, senior middle school teacher, currently the vice principal of Zhangjiagang Yunpan Experimental Primary School. He adheres to a people-oriented approach, is based on student development, and conducts in-depth research into open and personalized Chinese language teaching. He has given demonstration lessons and academic exchanges in teaching and research activities inside and outside the province more than a hundred times. He has published more than 150 academic papers in journals at or above the provincial level and won more than 50 awards. He has edited and co-edited teaching aids such as "The Beginning of Composition for Primary School Students". In 1993, he presided over the research project "Inspiring Self-Education" and won the Outstanding Achievements in the Overall Reform of Primary Schools in the Country. Award, and won the Advanced Individual Teaching and Research Achievement Award of the Central Institute of Educational Sciences in 1995.