Suzhou University Experimental School? Ji Meng

"Cicada" comes from the fifth unit of the first volume of the eighth-grade Chinese textbook, and is selected from "Insects" by French entomologist Fabre . This is a self-read text. Chen Hengshu's "Design Ideas for Compiling Self-Reading Texts in Junior Middle School Chinese Textbooks" states that self-reading classes are an important innovation. Practice is the main line, fully stimulate students' subjective awareness, and guide them to read contentedly.

Teacher Junfang’s classroom design downplays stylistic awareness and fully stimulates students’ subjective self-reading potential. The entire teaching process is “simple but not simple, casual but not casual.”

Teacher Wang Jun said: "A Chinese teacher with a sense of mission must be a lighter and guide for students' reading. And 'lighting

light' and 'guiding' complete The best methods are all natural and traceless." The three main links of Teacher Junfang's class - "Into the Cicada", "Into the Fabre" and "Into the "Insects"" may seem simple, but in fact they are unique. It embodies the three levels of text grasp: walking into the text - approaching the author - walking out of the text. In her daily teaching, she lit up the "light" and pointed out the "road" in an unintentional way. She followed the class in a casual manner. Based on the students' answers and understanding, she followed up on the questions in a timely manner and guided the students towards in-depth thinking. It realized the observation of one's own spiritual life and consciously paved the way for students to read "Insects" independently after class. This is a typical "springboard" text reading method. It provides students with effective guidance in single-text teaching and helps students "leap" into a broader reading world.

1. Accurate teaching content selection

For Chinese language subjects, "what to teach (what to learn)" is far more important than "how to teach (how to learn)". In other words, the choice of teaching content directly determines the value of the Chinese teaching subject. Chinese teaching must return to the basics of the Chinese subject. The selection of teaching content must not underestimate the playfulness and chanting of text language materials, nor the specific understanding and appreciation of the artistic techniques and language styles of the works. Chinese teaching should guide students through the reasonable selection of teaching content to gradually move toward rational thinking and emotional sublimation in the analysis of article language. We cannot replace literariness with ideological quality, alienating or generalizing Chinese teaching into empty texts, empty abstract and label-like moral preaching that is divorced from language.

Wang Zengqi said: "To explore an author's temperament and his thoughts, we must start with language and always be immersed in the author's language." Teacher Junfang paid attention to language and Pay attention to details, understand the meaning of the text while reading, and perceive, understand, question, and explore while reading. First, students are guided to discover the living habits and growth patterns of cicadas from the text, and have a preliminary understanding of cicada's life, that is, "four years of hard work in the dark, one month of enjoyment under the sun, this is the life of a cicada"; Then guide students to understand from the text why Fabre knows more than we do, and feel that it is precisely because Fabre loves science, is obsessed with research, observes meticulously, is good at thinking and perseverance that he has such a deep and rich understanding of insects. , will dedicate to the world such a "Insects" full of scientific spirit; finally, students will be guided to go deep into the text to understand that "Insects" is not only scientific, but also full of poetic expressions and full of the author's deep love. It is "the perfect combination of science and poetry".

Teacher Junfang’s teaching design always closely follows the text, guiding students to discover in the text, touch the temperature of the language and text, and feel the charm of the language and text of the literary work "Insects" through comparative appreciation.

2. Rigorous teaching program design

Reasonable teaching content selection must be implemented with rigorous and detailed teaching program arrangements. The meticulousness and meticulousness of the teaching procedures are embodied in the teachers' design and grasp of each specific detail in the teaching process.

Some people say that the teaching process is a special life process of students. If this process is simple, students' development will be simple; if this process is enriched, students' development will be enriched. Teacher Junfang’s lesson was ingenious. The main part carefully selected three links: "Approaching Cicada", "Approaching Fabre" and "Approaching "Insects"". Behind the simplicity lies the extraordinary skill of teachers.

Teacher Wang Jun said in "Classroom Style and Operation Path of Springboard Text": "The first type of 'Springboard Text': intensive reading of an article, leading to a book or category. This kind of classroom Form, the key is to speak the original text brilliantly. Whether it is an "explicit way" or a "hidden way" between the original text and the expanded text, the intrinsic motivation for realizing the connection lies in the fact that the study of the original text greatly stimulates students' enthusiasm. Reading Desire. ”

The three main links of Teacher Junfang’s book are concise, clear, and step-by-step, full of details and flexible beauty. The first step is to guide students to start from the text itself, understand the text through naked-eye reading, and further understand "Cicada" and recognize "Cicada"; on this basis, students are compared with their previous understanding of "Cicada", allowing students to naturally generate further steps. Entering into the writer Fabre's wish, the second step is entered; finally, the author introduces the book "Insects", plus the dramatist Rostan's praise of Fabre and Darwin's evaluation of the book "Insects", which is extremely The earth has inspired students' desire to read. Teacher Junfang took advantage of the situation and compared the text with the revised two paragraphs to guide students to further appreciate the vivid and poetic expression of the language of "Insects" and the deep affection of the author, thus bringing students Interest in "Insects" was ignited.

Furthermore, the timing of the appearance of each PPT during the teaching process is also very particular: Teacher Junfang will never replace students’ reading experience and thinking with his own opinions. Appearing in a timely manner after reading perception and thinking discussions, it shows the teacher's respect for students' individual reading experience. It may seem casual, but in fact it has careful design and consideration.

For example, through text analysis, students find that Fabre’s observation and thinking take a long time, but they are not clear how long it took:

Screen display:

In 1875, Fabre, who was already famous for his insect research, stayed away from the hustle and bustle of the city and led his family to the small town of Serignan, where he spent his life savings to buy an old house. In the "Barren Stone Garden", he worked hard at full power and engaged in unique entomological research. He spent the remaining 35 years of his life in loneliness, poverty, calmness and concentration, and wrote the results of his decades of observation into a volume. Another volume of "Insects".

Through this "screen display", students were amazed at the length of 35 years and naturally had many thoughts. In the "end" part of the class, through the study of "Cicada", the students learned a lot about biology, accumulated poetic language, and gave the students new thinking about life. All of this comes from "Cicada" The charm of "Insect Diary"! Teacher Junfang’s “screen display” appeared here.

Screen display:

Fabre, a Frenchman, a world-famous entomologist, is known as the "Homer of the insect world". His handed down masterpiece "Insects" is a ten-volume masterpiece, known as the "Epic of Insects".

Fabre uses a poetic literary style to show people a colorful and bizarre world of insects. Due to his meticulous and long-lasting observation of various insects, the insect stories he wrote are all vivid and interesting, and they are also imprinted with his perception of society and life, so his works are full of profound significance.

This "screen display" summarizes and summarizes the greatness of Fabre and the immortality of "Insects". From this, it is natural that the stimulation of students' reading interest has reached its peak.

3. Ingenious thinking level progression

The core of language application is thinking. Listening, reading and writing without thinking movements are inefficient or even ineffective. "Questions are levers that activate thinking." The purpose of teachers asking questions is to guide students to read and to raise students' questions. Dialogue in the Chinese language class should be an exchange of reading experiences, reading associations, and reading evaluations between both parties, as well as an interaction of emotions and a collision of thinking.

(1) Questioning in depth and advancing the level of thinking

Questioning is an important lock that closely connects students’ psychology and thinking. Once opened, it can stimulate students’ more learning potential and Vitality of thinking. In this class, Teacher Junfang was not casual in the class, and she "questioned" skillfully. She trained the students' Chinese thinking in a down-to-earth manner and led the students to carry out vertical movements. For example, in the section "Into the Cicada", the teacher skillfully asked "How long does a cicada live on the ground?" to guide students to discover "only five weeks", "four years of hard work in the darkness, one month of sunshine" Enjoy the pleasures below, this is the cicada’s life.”

This paved the way for the following life thinking caused by "cicada"; after the students found out Fabre's discovery of "cicada" in the text, the teacher further asked, "Compared with our previous understanding of cicada, think about it, Fabre Why do we know more?" This naturally leads to the second part of the exploration and understanding of the author Fabre. Such "questioning" can be seen everywhere in Teacher Junfang's class.

(2) Compare deeply and let your thinking move vertically and horizontally

Comparison is an effective way to cultivate vertical connection thinking and horizontal connection thinking. Through comparative reading, students can discover the humanistic differences between texts, the background reasons for choosing words and sentences, analyze the artistic conception of the text, and understand the author's ingenuity. In the third part of teacher Junfang's classroom teaching, "Into "Insects", to guide students to understand that "Insects" is not only scientific, they designed such a comparison link:

You guys In what texts is this “perfect combination of science and poetry” found? Please compare the text and this modified text, and tell me if it can be modified in this way?

Screen display:

Original text: It performs a strange gymnastics. Jumping in the air, flipping over, hanging the head upside down, straightening the wrinkled wings outwards, trying to open them... The total process takes about half an hour.

Modified text: It started to shed its shell. Flip and hang upside down in the air, with the wings straightened and spread... The total process takes half an hour.

Through such text "comparison", students can touch the temperature of language and text, feel the vivid and poetic expression of Fabre's language and text, as well as the author's deep affection and love.

(3) Read aloud deeply and let your thoughts sing.

Consciously guiding students to read aloud can allow students to figure out the inner meaning and sentiment of the language and appreciate the author's choice of words during repeated readings. The care in constructing sentences gives students a better nutritional foundation for their thinking development, and helps students better understand language and characters, thereby unconsciously cultivating their sense of language and deepening their understanding and appreciation of the emotions of the article.

In this text, Teacher Junfang consciously guides students to read aloud for insights, such as "Which words do you think should be re-read to reflect your understanding of these complex emotions? Try reading them.", "Let's We read this poetic evaluation of the cicada’s life in the most affectionate tone, etc., allowing students’ thoughts to sing and enter the author’s emotional world during the reading.

Teacher Xia Haiqin said in "Classroom Style and Operation Path of Springboard Text": "Chinese teachers are not only users of teaching materials, but also builders and developers of teaching materials. We have the responsibility to look beyond The "point" of the single-text teaching focuses on the "face" of the classic text, and effective guidance is given to students in the single-text teaching of "Yi Lao" to stimulate their interest and action in reading "Three Thousand Weak Waters" "Teacher Junfang. The teaching design provides us with a good model. I hope that we can grasp the "springboard" in teaching and stand on the "footstep" to help students embark on the broad road of reading the whole book.