"Peanuts" is a narrative prose that truly records a family activity and the education the author received when he was a child. Below are the reflections on teaching Chinese language peanuts that I collected and organized. Welcome to read and refer to them! Reflection on teaching Chinese language peanuts 1
When I received the task of giving an open class, I had just finished the lesson "Soul of Plum Blossoms". I should have taught the lesson "Osmanthus Rain" naturally, but after thinking about it, I went there and finally decided to take "Peanuts" in the fourth unit, for no other reason than to strike while the iron is hot and let students know again - the writing technique of "using objects to describe people".
Borrowing objects to describe people and expressing aspirations through objects is a commonly used writing technique. The author knows best what he wants to explain by borrowing objects, what he wants to praise through borrowing objects, and what aspirations he expresses through borrowing objects. The "Soul of Plum Blossoms" that I just learned, the "Picture of Plum Blossoms" that my grandfather cherished especially, the handkerchief embroidered with bloody plum blossoms that he solemnly handed me, and the long paragraph of his heartfelt words to me. , are all telling readers that in my grandfather’s heart, plum blossoms symbolize the upright Chinese people. The spirit of plum blossoms that is not afraid of severe cold, wind and snow is the strong and unyielding nature of the Chinese nation. My grandfather's "extraordinary cherishment" and "solemnity", and even his tears before leaving, are all because my grandfather pinned his attachment to the motherland on "plum blossoms". ambition".
In the lesson "Peanuts", the author also used narrative to use objects to describe people. At the beginning of the lesson, I used the pen name of the author Xu Dishan to introduce the topic and plant a foreshadowing in the students' minds - why Want to use peanut as your pen name? What is the story between Xu Dishan and Luo Peanut? With this question in mind, students began to explore and study the article. Through the detailed layout of the article and the clear distinction of priorities, students went straight to the chapter "Discussing Peanuts". Through the passage of their father talking about the benefits of peanuts, the students found the answer to their doubts at the beginning of the class. It turned out that my father wanted us to be like peanuts. Same people. "Peanut" is used to describe people who are "obscure, dedicated, and unpretentious" like peanuts.
We also studied an article about fathers teaching their children how to be a good person. In the second semester of fourth grade, we also studied a skimming text - "Ten Thousand Years in Prison". The students also questioned the topic and raised their own doubts. After reading the full text, I finally understood that "Wannian Lao" is a name for my father's candied haws, which means that he should be a "person who pays attention to reality and does not cheat" like "the candied haws of Wannian Lao". Isn't this also a "metaphor"? "people"? Through one writing method, connecting three texts that have been learned before and after has deepened the students' understanding, and also laid a foundation for future students to learn the writing method of "borrowing objects to metaphor people" for practice. I think this is the biggest gain in this class! Reflection on the Teaching of Chinese Peanuts 2
"Peanuts" is a philosophical text that uses objects to describe people. Its characteristics are: connecting objects to people, using objects to explain things, clear priorities, and appropriate details. and highlighting the key points, etc. The full text is written around "planting peanuts - harvesting peanuts - eating peanuts - discussing peanuts", with the emphasis on the "discussing peanuts" part.
In classroom teaching, I let students question each other and ask questions: such as: "Are peaches, pomegranates, and apples just beautiful in appearance but not practical?" and "I am a girl who makes portraits." Isn’t it good for someone as beautiful as an apple?” etc. Regarding such typical and representative questions, I guided the students to express their own opinions, which reflected the students’ dominant position and encouraged them to dare to speak out and develop their personality.
When guiding students to understand that "people should be useful people, not just decent people." When understanding the connotation of this sentence, I guided the students to start a discussion around this sentence, "What kind of "People are useful people," "What type of person does the peanut represent?" Let students think and solve problems from multiple angles and aspects, and then clarify the principles of life through the characteristics of the peanut.