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

Qishan county third junior high school? Hou fanghui

"Your Chinese class can be so smart" is a compilation of classic Chinese teaching examples generated by Li Renfu, a special-grade 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 courses includes Persuasion (Excerpt), Teacher's Theory and Qinyuanchun? Changsha sapphire case? Yuan, fish father and guan zhong's biography. The third set of lessons includes Thoughts of Peiping, Takeism, Believe in the Future, Facing the Sea, Blooming in Spring, and Biography of Hulan River (Excerpt). After each series, there are generative 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 wisdom class? Why can teachers win freely? The generative classroom I advocate is actually to answer these two questions. One of the answers is to carefully design the "entrepreneurial model" to encourage students to compete first; The second answer is to seriously consider "flexible presupposition" to ensure the harmony of teachers.

Then, how did teacher Li Renfu carefully design the "entrepreneurial model" to encourage students to compete first; How to consider "flexible presupposition" in classroom teaching and make it open and closed; How to help the three-dimensional combination of text and students and promote the wisdom and agility of classroom teaching? Next, 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 "interesting" as a clue, describing Mr. King's interesting appearance, interesting themes, interesting questions, interesting answers, interesting lectures, interesting ways of loving children, interesting ways of loving people, interesting ways of contacting society and so on, showing the whole picture of a philosopher. The full text * * * has a 15 natural paragraph, which is divided into three parts: the first part (1 natural paragraph) is a summary of the full text, and it is worth writing about mr jin yuelin, an interesting professor. The second part (paragraph 2- 12) describes mr jin yuelin's personality from many aspects, leaving a comprehensive and profound impression on readers. The third part (paragraph 13- 15) echoes the beginning, hoping 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 class is really hard to forget.

First, start the class according to what the students know.

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

Lesson 2: Go straight to the point and find out how many times the students have read the text. Give students two minutes to read the text, and after reading the text, communicate what they appreciate most and where there are still problems. A student first asked mr jin yuelin what he was like. This student asked himself and answered, and another student added an answer. Another student went straight to the ninth paragraph of the text. Mr jin yuelin "put his right hand behind 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 described in detail in the text.

The first lesson closely follows the content of the text, hits the eyeball of the text directly, and cuts into the eighth paragraph (non-key paragraph) of the text. The second lesson 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 students' in-depth preview, starting with students' preview of what is known, and taking students' interest in the text as the fulcrum, they 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, the paragraphs entering the text are different, and the follow-up links of classroom learning are also different, which leads to "wonderful without reservation". The appropriate teaching starting point is an effective method to stimulate students' interest in learning and a solid foundation for generating classrooms.

Second, follow the students' thinking in context teaching

Lesson 1: Follow the students' thinking and guide them to go deep into the text from two aspects: question mark and exclamation point. Lin's drowning was "unfortunate". After Lin's death, she celebrated her birthday and realized her husband's affection and righteousness. From the beginning of "Squeezing Fleas", I described the details, read that raising cockfighting and sitting on a flat three-wheeled platform only knew that my husband was "interesting". On the basis of students' understanding of the text, it is not only helpful for students to further understand the role of detail description, but also 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, layer by layer, from Mr. Wang's feelings and interests to the soul of the conference, and they read it with relish and profundity.

Lesson 2: Starting from "pinching fleas", the students read eleven paragraphs of "A friendship between gentlemen is as light as water" and asked Mr. Lin why he invited guests on his birthday, thus explaining his benevolence and righteousness. At this time, a student's exchange speech returned to the relationship between "pinching fleas" and "stressing philosophy". Teacher Li Renfu did not procrastinate and pull, but let the students communicate freely, find out the details and describe the key sentences, use word deletion and comparative analysis, and then read the experience after appreciation until the students found that the boring philosophy class was so interesting, which shows that the teacher is "interesting". Then read the details according to the students' ideas, focusing on eleven paragraphs-"He collects big pears and pomegranates everywhere and takes them to compete with other professors' children. When summer is over, give pears or pomegranates to his children, and he will buy them again. "These words, together with the students, supplement the detailed description. In the comparison of the details of choosing to make up the match or send something, guide 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. " National Southwest Associated University has many interesting professors, and mr jin yuelin is one of them. Find "music"-read "music"-enjoy "music".

In these two classes, students' understanding of the text is very different. But no matter where students start, ask questions and start, Mr. Li Can always goes with the flow, guiding students to walk freely through the text from the superficial to the deep, from the surface to the inside. The difference of students' classroom thinking and the clever planning of teacher Li Renfu's "four or two" make the two classes different. ?

Teacher He Quanzhong, a researcher who generates classroom learners, said: "The difference in students' starting the classroom only determines the' no appointment' in the classroom. How to make the class "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 clever in this dozens of minutes of classroom teaching.

Prepare, not only textbooks, but also students. "Chinese teacher's eyes, it is best to look at the text and students. Just look at the students and put the text on the shelf. Of course, there are only lively flower stands in the classroom, which are performance-based and superficial teaching; But just looking at the text and putting the students aside, there is no doubt that there is only an authoritative monologue in the classroom, which is inhuman and inhuman teaching. " (Li Renfu's "The Beauty of Curves in Classroom") Only by paying equal attention to both can we play a self-designed role and truly achieve flexible presupposition. In any case, we can open our elephant up and down invisibly, bloom wisdom in the natural state, and gain a wisdom class.