Teaching Design Embodying Core Literacy
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Young mermaid; Instructional design; High school Chinese; Key ability
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First, the design ideas and theoretical basis
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"Chinese Curriculum Standard for Ordinary Senior High Schools" points out that in reading appreciation, we should understand the basic characteristics and main expressive methods of literary genres such as poetry, prose, novel and drama, understand the common sense of ancient China culture, enrich the accumulation of traditional culture, draw nutrition from thoughts, emotions and art, cultivate healthy and noble aesthetic taste, and enrich and deepen our understanding of history, society and life.
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Second, the teaching background analysis
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(A) Teaching content
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The teaching content of this course is a word "Yu Meiren" in the Chinese elective course "Appreciation of Ancient Poems in China" in senior high school. This is the first sentence that Li Yu, the queen of the Southern Tang Dynasty, was escorted to Bianjing and sealed. Disobeying orders? Live? The sun sets in the north, only Lacrimosa? When I was a child.
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(2) Analysis of learning situation
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Students have a solid foundation in learning ancient poetry in junior high school, and now they are in Grade Two. After more than a year of knowledge accumulation and training, they have a strong interest in Chinese learning, and are willing to participate in classroom activities, think positively and express their views. Therefore, a certain appreciation of ancient poetry can provide a premise for teachers to design deep-seated tasks and deep reading.
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(C) Teaching methods and means
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Teachers use discovery method to stimulate students' enthusiasm for reading articles, divergent thinking and express their emotions. At the same time, they use scaffolding teaching method to guide students reasonably, so that students can grasp the rhythm characteristics of words and try to figure out the changes of emotional color and author's mood in the process of silent reading, chanting and discussion.
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Third, the preparation of teaching objectives
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Through this lesson, students can achieve the following goals: 1. Sing and read words with emotion and feel the rhythm; 2. To master the characteristics of scene blending and cultivate students' sense of rhythm in reading ancient poems; Have a deep understanding of the emotional tone of this word? Worried? ; 4. Learn to use the contrast of images and try to analyze and create words.
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Fourth, the teaching process planning
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(A) Feel the image
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Teaching activities: 1. Let students talk freely about what they have learned, felt and realized according to the preview before class (word reading, background knowledge, emotional tone, intention, etc.). ) .2. Read freely. 3. Read the instructions aloud.
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Design intention: In the process of reading aloud, students gradually realize and experience the emotional communication between students' hearts and the author.
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Core literacy promotion point: language construction and application, to promote students to gradually master the language characteristics of Chinese vocabulary, to form individual feelings and speech experience and a good sense of language.
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(2) Taste the language
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Teaching activities: pay attention to the following issues. 1. Which word directly describes the author's feelings and can summarize the feelings of the whole text? 2. The author revolves around? Worried? What is mentioned in the word? 3. What rhetorical devices are used to express the author's feelings and worries? Answer after group discussion.
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(1) Combination of reality and excess. Virtual scene: past, ancient country, carved fences and jade, Zhu Yan, a river and spring. Reality: Spring flowers and autumn moon, east wind and bright moon in a small building. (2) Comparison of three groups of images. ? Spring flowers and autumn moon? With what? Past events? Contrast; ? Small building Dongfeng? With what? Old country bright moon? Contrast; ? Jade carving fence? With what? Zhu Yan? Contrast.
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Design intention: Guide students to think, analyze, judge and summarize Li Yu's emotional words, and discover the rhetorical devices used in the words.
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Core literacy promotion point: pay attention to the development of logical thinking, analyze, compare, summarize and express your own views on the basis. Perceive the image of the work as a whole and grasp its ideological views and emotional tendencies. Feel and experience the beauty of language, image and emotion of words, and form elegant aesthetic taste and noble aesthetic taste. Combining one's original language knowledge and sense, and combining with the context, I infer the sentence structure and rhetorical devices.
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(3) Emotional experience
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Teaching activities: 1. From a generation of emperors to princes, from bustling palaces to lonely small buildings. How can I look back? What sadness has been poured in here? ? Worried? It embodies the hatred of national subjugation, the pain of leaving home, the pain of homesickness and the sigh of the past. 2.？ Things are people, not everything? ,? Can't bear a lot of worries? . The author compares the impermanence of life with the eternal scene with three contrasts, and his mood is getting higher and higher. ? How much sadness can you have? ? Who is this question for? Ask heaven, ask people, ask yourself.
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Design intention: guide students to appreciate words from emotional attitude.
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Core literacy promotion point: feel the language, image and emotion of the work, and develop reasonable connection and imagination. Form your own understanding of the expression in the text.
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(D) Activate the imagination
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Teaching activities:? How much sadness can you have? Like a river flowing eastward. ? How many troubles are there and how to calculate them?
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Design intention: to stimulate students' imagination? Worried? How long, deepen the impression of words.
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Core literacy promotion point: aimed at developing students' thinking in images.
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(5) class summary
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Teaching activities: Appreciate China's ancient poems from four aspects: image, language, emotional tone and imagination.
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Design intention: to guide the summary of students' learning methods.
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Core literacy promotion point: thinking development and promotion, consciously analyzing and reflecting on one's own speech activity experience, and improving language use ability.
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(6) try to create.
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Teaching activities: 1. The students read aloud to the music. Students can freely display and read the word with sound and emotion, and truly enter the author's inner world. 2. run your imagination and find out outside the words? Worried? . There are still many poems about sorrow in the past dynasties. Students are free to discuss examples and teachers can supplement them. For example:? If you don't see the lovely lock of Highgarden Spiegel, your face is like moss and dusk is like snow. How much hate, in my dream last night. How much leisure do you have? Yichuan tobacco, city wind, plum yellow rain. ? Wait a minute. 3. Students can create freely.
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Design intention: guide students to collect what they have learned or heard? Worried? Poetry, expand the level of poetry appreciation.
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Core literacy promotion point: pursuing elegant aesthetic taste and taste. Compare the similarities and differences between two or more literary works in subject matter, expression technique and style. Try different language expressions to express thoughts and feelings and try to create literary works.
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Evaluation on the learning effect of verbs (abbreviation of verb)
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In the whole class, students actively participate in all aspects of teaching and put forward their own views and understanding methods, such as positive appreciation, internalizing the language expression of the work, understanding the connotation of the work and inferring the author's intention in the process of feeling the image and tasting the language; In the process of experiencing emotion and activating imagination, I dare to try to exert my imagination and boldly create and construct my own artistic space on the basis of my own life experience and original reading experience of ancient literary works.
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Six, design characteristics and after-class reflection
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This class is designed on the basis of high school Chinese core literacy and constructivist discovery learning theory, and strives to promote the life generation of autonomous learning and achieve classroom teaching objectives. Students have mastered the content, language characteristics and emotional attitude of words, and at the same time, they have basically formed their own opinions on the appreciation of ancient poetry. Students are also brave and willing to write poems. Because most students come from rural areas, they are studious and have a solid foundation in junior high school, but their literary skills are weak and their horizons are narrow. Due to the short time, one group failed to successfully complete the task in freelance creation.
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Teaching Design Embodying Core Literacy
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The development of core literacy is inseparable from education, and history education and teaching is an effective way to cultivate and develop students' core literacy. Therefore, classroom teaching must focus on cultivating students' core literacy.
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1. Design teaching objectives and the starting point of cultivating core literacy
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Teaching objectives are the starting point of classroom teaching activities, and the design of teaching objectives is directly related to the cultivation and development of students' core literacy. When designing teaching objectives, teachers should deeply understand the connotation of historical core literacy, seriously study the curriculum standards of history, grasp the specific objectives of historical core literacy and their internal relations, and fully realize that the cultivation and development of students' core literacy is a gradual and deepening process, and not all core literacy objectives can be completed in one class. Measure whether the teaching goal is effective and appropriate, that is, whether the goal is accurate, whether it conforms to the actual teaching content, students' cognitive level and psychological characteristics, and whether it is detectable; Second, whether it is specific, that is, whether the goal statement is detailed, multi-level and operable; The third is whether it is appropriate, that is, whether the goal meets the inherent needs of students and whether it is suitable for students' existing thinking structure and ability level; Fourth, see if it is put in place, that is, whether the goal falls into the whole classroom teaching activities. For example, for? Space-time concept? And then what? Historical values? Are these two core qualities in design? The establishment of a unified country in Qin and Han Dynasties? The teaching goal of this course cannot be simply set as? Understanding the historical facts of the unification of Qin and Han dynasties can form the concept of time and space and historical values? Should be designed as:? Be able to use the territory map of the Qin Dynasty and the territory map of the Western Han Dynasty to clarify the four boundaries of the Qin and Han Dynasties; ? Combing and summarizing Qin Shihuang's consolidation of unity? According to some important historical events, such as the measures taken by China, the expansion of territory by Emperor Wu of the Han Dynasty, and the respect for Confucius, we realize the historical significance of the establishment and consolidation of a unified country in Qin and Han Dynasties. The teaching goal designed in this way is not only specific and clear in the direction of time and space concept and historical values, but also has strong operability and detectability, which students can achieve through learning.
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2. Create problem situations to cultivate core literacy.
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So-called? Problem situation? It refers to the space learning environment that can achieve the goal through strategies such as analysis, understanding and induction under the guidance of specific goals. It is targeted, inspiring, novel, interesting and interactive. Creating problem situations can stimulate students' enthusiasm and creative thinking activities to explore and solve problems, and really promote students to change passive learning into active learning. Study? Where to? Can you learn? The change of learning style is an effective means to cultivate and develop students' core literacy. In teaching, teachers should be accurate? Problem situation? This breakthrough point can create various problem situations and tap students' potential, thus improving students' internal driving force to explore problems and cultivating students' innovative thinking and spirit. Teachers can create suspense questions. Situational cultivation? Students' historical evidence consciousness and historical interpretation ability. For example, teachers can throw such a suspense to students in class first: The Taiping Heavenly Kingdom Movement led by Hong Xiuquan began with 185 1? Since the outbreak of 1998, it has been developing continuously. 1856? 1920 entered its heyday after the victory of the crusade. However, just because one thing changed the fate of the Taiping Heavenly Kingdom and made it quickly go to extinction, what is the so-called? Prosperity is fast, and decline is fast? , what the hell is going on? ? Inspired by this suspense, the students soon became interested in this question and couldn't help looking through books and materials, eager to find the answer. In this way, students develop their thinking, acquire new knowledge and improve their core literacy in the process of exploring and solving problems. Teachers can also use assumptions to create problem situations and cultivate students' historical understanding ability. ? For example, the teacher is telling the students? Orientation? Qin and Han dynasties unified politics? In this class, you can create such a problem situation:? If you were Qin Shihuang, what measures would you take to consolidate the imperial power? ? In the atmosphere of problem situation, students quickly put themselves in the role of Qin Shihuang and express their views, which not only deepened their understanding of the problem, but also cultivated their ability to feel and understand related historical issues from the historical perspective at that time.
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3. Advocate cooperation and explore the focus of cultivating core literacy.
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Innovative spirit and practical ability are important core qualities of students. In teaching, teachers should stick to it? Cooperative exploration? This key point. So-called? Cooperative inquiry learning? It is a learning mode and process that selects and determines the research theme from the subject field or social life, creates an inquiry situation in teaching, obtains the development of knowledge, skills, attitudes and values through students' activities such as division of labor, cooperation, reading, thinking, discussion and communication, and cultivates students' exploration spirit, innovation ability and practical ability. For example, is the teacher sure in teaching? Explore the relationship between the central and local governments in the ancient history of China? Activity theme, carry out cooperative inquiry learning activities. The steps of inquiry are as follows: let students make plans around the core issues of inquiry and define the division of labor; Each group collects and studies historical materials through various channels to sort out the relationship between the central and local governments in ancient China history; Each group sorts out and discriminates the collected data, and through discussion and exchange within the group, under the guidance of teachers, writes the research report of this group; Organize a class communication meeting, where representatives of each group introduce the research results of the group, answer questions raised by other students, and further revise, supplement and improve the research report of the group; Compile the research reports of each group into a book as the result of cooperative inquiry learning activities. On the one hand, through collecting historical materials by oneself, this special inquiry activity in the form of group cooperation promotes students to explore historical issues with evidence consciousness, which not only cultivates students' methods and skills of exploring problems, but also develops students' thinking ability and forms the consciousness of historical material argumentation; On the other hand, through the division of labor and cooperation of the group, especially the continuous polishing of the research results, it not only improves the students' literacy of understanding and explaining history, but also enhances their communication ability, cooperative spirit and competitive consciousness.
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4. Realize the foothold of emotional experience and cultivate core literacy.
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From the perspective of subject teaching, the formation of historical core literacy needs not only the acquisition of knowledge and skills, but also the experience and sentiment in the process of acquisition, internalizing it into excellent character and externalizing it into lofty behavior. It can be seen that the process of history teaching is a learning and experience process in which knowledge and emotion are intertwined, but emotional education is not achieved overnight, but a kind of? Emotional? Experience? Do you understand? Internalization? This process. ? Therefore, in classroom teaching, teachers must use a variety of effective methods to infiltrate emotions, attitudes and values into history classroom teaching and cultivate students' sentiment. For example, some historical events are boring and hard to get excited? Teachers can reproduce the appearance, words and deeds of historical figures from students' emotional experience with charming narration, rich emotions, vivid language and cadence. Such as the mighty and unyielding national integrity; Patriotic feelings and attitude towards life about the country and the people; Lofty and broad-minded, etc. These are the strings that pluck students' thoughts and emotions, so that students can be influenced by the spirit in the vivid narration of the teacher, learn from the wisdom of their predecessors and improve their spiritual realm. In order to close the distance between students and history, teachers can also use multimedia to play related movies and pictures, and create teaching situations with rich audio, video, pictures and words, so that students can be immersed in the scene, which can not only stimulate students' interest in learning, but also deepen their understanding and judgment of historical events in the process of perceiving, experiencing and thinking about history, thus generating distinctive historical value. In addition, you can also make historical plays, and let students travel through time and space to know historical figures by playing historical roles? Dialogue? , soul collision, and then make a value judgment on history; By visiting museums, memorial halls, etc. Scene? Healthy? Love? On the basis of experiencing history, students can have distinct emotional attitudes and values.
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5. Construct the supporting point of multiple evaluation and cultivate core literacy.
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Teaching evaluation is a major difficulty in curriculum reform and a supporting point for cultivating students' core literacy. In order to promote the all-round development of students, teachers should construct a diversified evaluation model: evaluation objectives? Diversification, diversification of evaluation subjects, diversification of evaluation methods and diversification of evaluation standards. The diversification of evaluation objectives means that when evaluating students' learning history courses, we should not only pay attention to students' understanding of historical knowledge and mastery of historical skills, but also pay attention to the evaluation of students' ability to find and solve problems, and pay more attention to the evaluation of students' feelings, attitudes and values. Diversification of evaluation subjects means paying full attention to students' dominant position in the evaluation process, not only teachers' evaluation of students, but also students' self-evaluation, mutual evaluation and even parents' participation in evaluation. Diversification of evaluation methods means paying attention to process evaluation, which depends not only on the results of students' mastery of historical knowledge, but also on whether students feel history in the learning process, so as to experience a sense of history. The means of evaluation should also be flexible and diverse. In addition to the paper and pencil test, historical drama performance, historical essay writing, historical investigation activities and historical archives can also be used. Diversification of evaluation criteria means respecting students' individual differences, putting forward the best solutions to problems according to the advantages and disadvantages of different students, especially encouraging and supporting students who lack self-confidence, and giving full play to the incentive and development role of evaluation.
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In short, it is by no means a one-off event to cultivate and develop students' historical core literacy. We must rely on front-line history teachers to renew their ideas, upgrade their majors, infiltrate in teaching and accumulate in daily life. Only in this way can we really cultivate students' excellent character and innovative ability and let them develop in an all-round way.