Mr. Zhu first helps us to clarify the teaching ideas from four aspects: text interpretation, unit objectives, exercises after class, and comparison with The Poor. Then read the article aloud for us, and finally talk about how he will attend this class.
1. Analysis of the text
1. Text interpretation: The really interesting part of the text "Bridge" is in the short sentences and the description of the environment.
2. Look at the unit goal: The reading goal of this unit is to learn the basic methods of reading novels: pay attention to the environment, characters and plots.
3. Look at the exercises after class again: The second question asks what kind of old branch secretary the novel was written about. Find out the sentences that describe the actions, language and demeanor of the old branch secretary, and talk about your understanding in combination with relevant plots. The third topic is to draw sentences describing rain, bridges and floods, and talk about the role of these descriptions in expressing characters. The fourth topic is the relationship between the characters named at the end of the novel, and the advantages of this writing are discussed. These three questions just correspond to the characters, environment and plot, and are closely related to the unit goal.
4. how to teach after reading the above three points? Don't worry, look at "The Poor" again and see the correlation and differences between the two articles.
second, evaluate the class.
1. Teacher Bian Feng just turned the exercises after class into a teaching link. This class is helpful to the cultivation of teachers' goal consciousness and the improvement of teaching design.
2. If you can recite the narration, recite the text directly, which will help you communicate with students.
3. About the music. When using music in teaching, first think about what the music is for. If it's just to render the atmosphere, it's not enough. It's just the first layer. The second layer is to make students understand the text more deeply through music. The third layer is to make music become a teaching resource for the whole class through soundtrack, reaching directly to the students' hearts and spiritual world.
Third, Teacher Zhu talks about how he will learn this text.
1. Read first and then let students share, instead of sharing first and then reading. Without reading as the basis, students' speeches will not be wide enough.
2. Feel the characters through environmental description, and guide students to analyze the characters from this perspective. For the sixth-grade students, classroom teaching still stays in the analysis of action, language and expression description, and the students will make no progress. Reading literary works, I am most afraid of labeling the characters. The better the work, the more complicated the characters are. How to feel the characters? We can not only look at the description method of characters, but also feel the image of characters through the description of environment. For example, I understand that "it's like splashing, like falling". What do you mean, there is no road in the east and west, but there is a narrow wooden bridge in the north. People turn back like crazy, and there is no leg-deep water. What does this "pull and push" think of? Compare the two. Spend your strength in these places and make it clear here, so that the image of the old man will be highlighted and the students will understand it deeply. With the description of the environment, students will naturally share more widely and think more actively. Students will definitely surprise you when taking classes with such ideas.
Fourth, listen and discuss, and extract the comments of teacher Xu Jiafang from Jiangsu on the course Bridge.
A, highlights:
1. Focus on the image of the old branch secretary, and string up the whole class with different goals of "reading", which is clear.
2. Emphasis on "speed reading" and "annotating" old knowledge, with good awareness, is conducive to cultivating children's habit of "applying what they have learned".
3. The overall process of watching the class has a certain sense of design. Details:
(1) Classified reading of words
(2) Teacher: "The old man and the young man were swallowed up by the flood, so it is reasonable to say that the novel can end, but the writer wrote it like this when talking about songs." This sentence is well transformed and leads to unexpected results.
(3) Hypothesis of emotional sublimation: how to name a new bridge? Heroes from all walks of life, including self-sacrifice in life, are everywhere, and it is natural to point out the humanistic elements of the article.
(4) According to the teacher's teaching process focusing on characters, writing on the blackboard is concise.
B. Personally, I think it can be improved:
1. The design of the feeling process emphasizes the humanistic elements of the article, and the perception of the characters ignores being placed in a certain plot. Before reading the sentences of the old branch secretary's demeanor, language and movements, should we first sort out the three parts of the article: "Mountain torrents roar, command the bridge, and so on?" Making some ideas on blackboard writing will also favor Chinese elements to design blackboard writing, so that blackboard writing can not only outline the plot, but also show the classroom process and train children's thinking in a deeper level. In order to change the original blackboard writing that can't show the thinking process and emphasize the humanistic elements.
2. Language transition can be more natural
3 The teacher's tone gives me the feeling that I have not really entered the text, and some places are not suitable for teasing, such as "Do you want a reward?" Intentional mobilization of the department, in such a tense atmosphere, deliberately makes the whole class laugh at the place where life is seriously threatened, and it is easy for children to "play".
After listening to Mr. Zhu's class evaluation and everyone's discussion, I really admire him, and I have a new understanding of the text interpretation and teaching ideas. Online teaching and research promotes self-growth, thanks to Mr. Zhu's guidance. I look forward to next Tuesday's "Childhood Ink Painting".