Imitation of the second paragraph of the painted face

"three dimensions": knowledge and ability, process and method, emotional attitude and values have become high-frequency vocabulary in the teaching design of the new "curriculum standard" of Chinese. However, in teaching practice, it is sometimes difficult to grasp it, and even the phenomenon of mechanically sitting in the right place appears. Therefore, it is necessary to discuss the problem of "three-dimensional" integration. Please look at a representative example. The teaching objectives of the sixth grade (I) Chen Taiqiu and Friendship Period: ① Emotion, attitude and values: to understand the stories of intelligent and witty teenagers in ancient times and learn the virtues of honesty and trustworthiness in ancient times. 2 knowledge and ability: read simple classical Chinese and accumulate common classical Chinese words. Be able to understand the basic content with the help of notes and reference books. ③ Process and method: autonomous, cooperative and exploratory learning. This is a relatively comprehensive teaching goal design. However, the problems are also obvious. The main performance is that it is too broad and is seated in the right place. Therefore, it is absolutely necessary to see the integration of "three dimensions" from the benefit of Chinese teaching. If we take the right way and implement it one by one, the text will be broken into ten thousand pieces, and the students will certainly be uninterested. Because the text is an organic whole, reading is a state of life dialogue between students and the text. Must be three aspects of "mutual penetration, integration". It is entirely possible to see the integrated design from the "three-dimensional" relationship. The three dimensions of knowledge and ability, process and method, emotional attitude and values constitute a three-dimensional organic target system and a "fleshy life-Chinese literacy". We emphasize the improvement of language practical application ability, and at the same time, we affirm the important role of language knowledge, especially procedural language knowledge, in transforming knowledge into ability. The knowledge about Chinese learning methods belongs to procedural language knowledge, and mastering this method requires a process of experience. However, emotional attitudes and values are always permeated in the experience process. From this point of view, the separation of "three dimensions" violates its own organic connection and leads to metaphysical mechanism. According to our understanding of the "three-dimensional" relationship, the expression of the teaching goal of "three-dimensional" integration can adopt similar sentence patterns: what knowledge and methods-what ability to form-what emotion to feel or what truth to understand from it, etc. When integrating "three dimensions" in Chinese teaching design, we should handle the following relations well. First, multi-channel Since "three-dimensional" is an organic whole, it is assumed that each dimension is a channel, and we can enter from any channel, and then we can achieve mastery and balance. (a) from the "emotional" cut into the sixth lesson "parting gift" as an example (note: the examples cited in this paper are all from the first semester of the sixth grade of the nine-year compulsory education textbook published by the last education edition). In the sixth grade, students should cultivate the habit of previewing and initially establish the routine of previewing: 1. Learn to recite; 2. Look up new words in the dictionary; 3. Accumulate their favorite sentences and paragraphs; 4. Summarize the meaning and theme of paragraphs, and initially understand the writing characteristics. The basic design ideas of this lesson: 1. Let students immerse themselves in the text, experience the sadness of parting, and retell the text in chronological order. 2. The sadness of "parting" is expressed in the article. What impressed you deeply and why? Each student's "emotional point" is different. Teachers need to instruct, lead and improve. The following aspects can be summarized: (1) contrast the sadness of parting with charming night (paragraph 1); (2) contrast grandpa's optimism and open-mindedness with joyful music, and Peter's sadness (paragraph 6); (3) contrast and contrast different attitudes among characters to show the sadness of parting. (4) Gifts run through the whole text, causing conflicts and strengthening the sadness of parting. This teaching design, starting from "emotion" and linking with "knowledge" of writing, analyzes characters and improves students' appreciation ability. We felt the sadness of parting and learned the truth of honoring the elderly. Among them, grandpa is optimistic, open-minded and considerate; Father's kindness and helplessness; The sadness and filial piety of "I"; Selfishness and meanness of "woman" At the same time, we can also see the hope and hardship of rebuilding a broken family. From this, we can realize the significance of "learning moderately useful language knowledge with the text" The writing "knowledge" here no longer stays at the conceptual level, but serves to deepen the feelings expressed in the works. (B) from the "method" to cut into the eighth lesson "Flower Face" as an example, the idea of classroom teaching design: Step 1, circle words and retell the text 1, circle: find out the words that can be matched with "Flower Face" from the text 2, classify: classify these words according to the part of speech (or underline the verbs) 3, sort: sort the verb phrases in the order of the text (from the context) The second step is to use detail description to express the psychology of the characters. 1. Circle: describe the details of people and things; 2. Comment: The paragraph you like. 3. Study: The direct description of my "favorite" tattoo (action, manner, psychology) The third step is to draw lessons from my childhood life in writing, and to borrow something to evoke childhood memories, which is both the object of description and the clue of this article. 1. The choice of "things" should be unique and extensible (combining words into sentences and linking sentences into paragraphs), which contains many stories and is meaningful. 2. Imitation: Learn the description of "Painted Face" and "Dragon Crescent Moon Knife" and write your favorite thing. This "teaching design" starts from "method" and runs through other dimensions such as "ability" and "emotion". The first step is to improve the ability of retelling the text by using the method of circle and phrase knowledge. The second step is to use details to express the psychology of the characters and highlight the "heroic complex" of "I". It expresses the author's thoughts and feelings of worshipping heroes, imitating heroes and learning heroes from childhood. (3) Starting from the "ability", taking the fourth lesson "Walking" as an example, the design ideas of classroom teaching are as follows: 1. Around the title, add elements (expanding words into sentences) We-the fields in early spring-walking (people, time, place, events) What do you feel from it: a harmonious and warm family; Love life and nature; The sense of responsibility of middle-aged people. 2. Sort out the context and find out who we are-me, my mother, my wife and son. The field in early spring-walking with the breath of life-divergence, unity, close-up (carrying pictures) Text eye: "life" and "responsibility" 3. Around the text eye, search the central sentence and the central word paragraph by paragraph, and learn the methods of expanding around the central sentence and the central word. Experience the writing of "lifting the light is heavy" and realize "life" and "responsibility" (the responsibility shouldered by middle-aged people in the chain of life). This design starts with "methods", such as expanding words into sentences, finding the eye of the text, expanding the head word, etc. At the same time, it is closely related to the language factors of words and sentences to understand the author's thoughts and feelings. Feel the affection and understand the responsibility of middle-aged people in the inheritance of life. Second, the teaching design of subject and time is based on "three dimensions", which is rich in content and demanding. It is reflected in a certain text and must be separated from subject and time. Take the first lesson "Grandpa and Me" as an example. The teaching goal mentioned: "Feel the deep feelings of grandparents and grandchildren in the article and the love for free life". Among them, it involves the description of the living environment of grandparents and grandchildren. There is a hint in the "study suggestion": "What are the scenes of blending with nature in your memory?" We can take this requirement as a secondary goal and take learning the scenery description of the big garden in this paper as one of the main goals. Why do you handle it this way? In my opinion, students may lack the observation of natural scenery, but more importantly, they lack the method of delicate experience of natural scenery and the ability to put this delicate experience into language. Therefore, one of the main goals of teaching is to "learn from the author's careful observation and experience and understand the basic methods of landscape writing;" And try to describe the scene of blending with nature. " Focus on the scenery description of this article. A preliminary understanding of direct and indirect description; Different perspectives and multi-faceted descriptions; By means of rhetoric, etc. Take example teaching, never forget the concept, let students read aloud, experience, feel and accumulate, and gradually learn to transfer. A more representative description of the scenery is typed with the help of slides. Paragraph 3: There is a big garden in my home. There are bees, butterflies, dragonflies and grasshoppers in this garden. Butterflies include white butterflies and yellow butterflies. These two kinds of butterflies are very small and not very beautiful. The beautiful butterfly is red, covered with gold powder. Paragraph 4: Dragonflies are golden, grasshoppers are green, and bees are buzzing, covered in fluff, and fall on a flower, and they are as fat as a small fur ball. (Hint: total score structure; Grasp the characteristics of the scenery, such as color, shape, etc.) Paragraph 7: This elm tree is in the northwest corner of the garden. When the wind comes, this elm tree screams first, and when it rains, the big elm tree smokes first. As soon as the sun comes out, the leaves of the big elm tree shine, and they shine like mussels on the beach. (Hint: Write elm trees from the perspectives of "wind", "rain" and "sun") Paragraph 22: The sun is extremely large in the garden, and the sky is extremely high. The sun shines so brightly that people can't open their eyes, so bright that earthworms dare not get out of the ground, and bats dare not fly out of any dark place. But everything in the sun is healthy and beautiful. Even the tree will ring when it is patted, and even the earth wall standing opposite will answer when it is called. (Hint: Highlight the characteristics of "big", "high" and "bright" of the sun and the "healthy and beautiful" scenery under the sun) Paragraph 23: Flowers bloom, just like flowers wake up. The bird flew, as if it were in the sky. The bug barked as if it were talking. Everything is alive. Everyone has unlimited skills, and they will do whatever they want. Just do what you want. Are all free. Pumpkin can climb on the shelf if it wants to, and climb on the house if it wants to. Cucumber will bloom a lie flower if it wants to, and a cucumber if it wants to. If you don't want to, even a cucumber won't bear, a flower won't bloom, and no one will ask it. Corn can grow as high as it wants, and nobody cares if it wants to grow in the sky. Butterflies fly at will, a pair of yellow butterflies fly from the wall for a while, and a white butterfly flies from the wall for a while. Whose house did they come from and where did they fly to? The sun doesn't know this either. (Hint: Use personification to highlight the key words "live" and "freedom". On this basis, let students migrate to their own writing. For example, parody: flowers and trees on campus. Thus, the relationship between the Lord and the second is not antagonistic. "Major" is not "as long as" and "minor" is not "don't". That is to say, there must be a sense of integration. Whether it is primary or secondary, it should be based on students' reality and everything should be based on students' needs. III. Explicitness and Concealment In addition to "main" and "secondary", we can also deal with "three-dimensional" goals as "explicit" and "implicit". Take the second lesson "Fanka" as an example, taking "emotion" as the explicit goal and the corresponding "knowledge" and "method" as the implicit goal. The basic design ideas are as follows: 1. Circle the unfortunate experience of Fanka and talk about your singing point. 2. Why do you think of Grandpa when writing about the misfortune of Fanka? (Highlight the significance of family ties to people in trouble) 3. Who is guilty of the misfortune of Fanka? Here is a supplementary explanation: "Fanka" was written in 1886, which reflects that during the reign of Tsar Nicholas III, countless bankrupt farmers were forced to flow into cities to make a living, and they were deeply exploited, even children were not spared. The novel Fanka is truly touching, from which we can see the miserable life of the working people in the old Russian era. 4. Outward Bound Training: After Fanka woke up, the article ended with Fanka's sweet dream, implying the disillusionment of his wishes, leaving people with deep thoughts and arousing people's deep sympathy for Fanka and resentment against the reality of the dark society. The whole teaching design takes "the unfortunate experience of Fanka" as the explicit goal. The new curriculum standard emphasizes the correct orientation of emotional attitude and values. Cultivate students' noble moral sentiment and healthy aesthetic taste, form correct values and positive attitude towards life, pay attention to influence and influence, and put these contents into the daily teaching process. The characteristics expressed in this paper are regarded as hidden goals. For example, the tragic experience of Fanka is interspersed with the author's narrative, Fanka's letter and his memories in the process of writing letters, which set off each other. Use the expression methods of contrast, contrast and suggestion. We just need to stop at this class. It is precisely because of the "obvious" and "hidden" that we can highlight the key points and achieve the teaching purpose of this lesson. Fourth, the small angle "three dimensions" is a whole and a huge system. Each text should be cut from a certain angle as much as possible and then develop in depth. The above examples can be said that the cutting angle is very small, and the excavation has a certain depth or breadth. How to choose this angle, so as to achieve the effect of pulling one hair and moving the whole body? 1. Reading textbooks The so-called reading textbooks mainly refers to discovering the value of textbooks from the perspective of "three dimensions", discovering the emotional points, difficult points and knowledge points in the text, and finding the "breakthrough point" that can affect the whole body. 2. Understanding students' so-called understanding students mainly refers to establishing the connection between the book world and the students' life world. Pay attention to students' growth needs, their existing knowledge, life accumulation and ideological level, their "points of interest", "points of obstacles" and "points of development", and then find a "breakthrough point" in combination with the characteristics of the text to meet students' needs and promote their active and healthy development. The integration of Chinese "three-dimensional" goals embodies the characteristics of the unity of instrumentality and humanity. The above integrated methods should be integrated and applied flexibly. Especially in the classroom implementation, we should have a sense of dynamic generation, capture students' resources in time and respond and promote them, so as to make the Chinese classroom full of vitality and give full play to the educational value of the Chinese subject.