Reflection on the Teaching of Prisoner's Green

Part 1: Reflection on the Teaching of Prisoner's Green

The consideration of the teaching ideas of "Prisoner Green":

First, grasp the word "green" and highlight the symbolic meaning of "green." The symbolic meaning of the text "Green" has three layers:

1. It is life, it is hope, it is comfort, it is happiness;

2. Always grow towards the sun;

3. Never give in to the darkness.

But this way of interpretation is bound to involve the background analysis of the article, and it is illustrated as a politically revolutionary declaration. Does the author have this intention when creating the work, is our interpretation misread?

Second, grasp the word "Prisoner", deep into layers, and analyze the author's inner conflicts. The author said in the Preface to Prisoner's Record: "I am the slave of feelings and the servant of reason. I have not reached the harmony of feelings and reason, but I have been in conflict with both. I have not received the support of emotions and reason. And I was swayed by them; I did not seek the balance of feelings and reason, and got the Xuanyuan of the two. I am like a wedge, embedded in the middle of feelings and reason, squeezed by both sides." "Prisoner Green" is a work that expresses the author's intellectual and emotional conflicts. Through the interpretation and analysis of the words and sentences, the author explores the author's psychological process from "like" to "nostalgia" to "possession". This is a good way to interpret, but only analyze the author's psychological change process, not only the time schedule is redundant, but also the understanding of the article is limited to the surface, how to combine the text analysis with the students' own life, I also exist very Big doubts.

Third, seize the "sentimental prose" and impart knowledge about lyricism. One of the lyrical expressions is also an aspect of the lack of student composition. However, the simple dismemberment of "Prisoner Green" into repeated rhetorical methods such as repetition, alignment, or dismemberment into positive opposition, side description, etc., will make the language lessons fragmented and uninteresting.

Fourth, draw a theme "joyful", through the reading of the content of the text, analyze the reasons why the author is happy in the green, analyze the reasons for his loss of happiness in the green, and thus connect with life, know how to get happiness in life, And avoid unhappiness.

After the class, a teacher asked whether the author should be introduced and contact the background of the times. However, I thought that although the last thought breaks through the traditional interpretation of "Prisoner's Green", such topical Chinese teaching is not separated from the text and the actual life of the students. The whole classroom students can have something to say and be willing to say And eventually there is income. If the author is introduced and the anti-Japanese background is contacted, not only is the interpretation of the subject more compelling, but because the work is far from the student, the student cannot understand the subject of the article. Caused invalid education.

The interpretation of an article should be pluralistic. This time, I have been pondering for a long time. When I am about to give up, the inspiration comes to me. I have a satisfactory teaching idea. This reminds me to prepare for the lesson.

Part 2: Reflection on the Teaching of Prisoner's Green

Classroom is the main channel of teaching, and it is also an important position to improve students' language literacy. The text is the most important carrier. Classroom teaching takes a lot of time, but the students' interest in learning Chinese is not strong, the language quality is low, especially the reading ability of the article is not strong, which has a great relationship with the emptyness and ineffectiveness of text teaching. The main performance is that teaching In particular, we have not attracted students to pay attention to texts and texts. We often replace the word and sentence with a conclusion, and replace the accurate study with a general understanding. Or in many cases, we don't understand the text at all. What's more, the text is just a water-based reading, and more energy is put on the so-called "expansion."

So when designing this lesson, I put more energy into the interpretation of the text. The teaching ideas are deeper and deeper. Beginning with the writer's experience, you can lay the groundwork for interpreting the text. Secondly, there are several levels of text content. There can be a question leader: Why should the author be green? It is divided into three levels. The author likes that green is the reason of green itself; it has something to do with the author's situation; it is also related to the social environment at that time. The third is why the author wants to put green? Reveal the symbolic meaning and metaphorical meaning of the article. The fourth is the sentence and paragraph that are rich in meaning or favorite. It is designed to let students bite words and understand the use of language.

From the perspective of classroom effects, the classroom atmosphere is warm and students' thinking is active. The students' understanding of some sentences is beyond my imagination. According to the teacher's statistics, the number of lectures in class was 32. Some students under the class also said that the teacher still wants to say, you have not called me.

The teaching of this class achieved the pre-set teaching tasks. We started with repeated reading, read this beautiful prose, and felt the golden heart of the author. From this we can see that we have to read a beautiful prose, and recitation is the key. In the case of borrowing objects and essays, we should think about the characteristics of things, start associations, connect similarities, and clarify symbolic meanings.

The teacher's own problem is that the classroom evaluation language is simple, but also need to strengthen their own language cultivation and improve their business ability.

Part Three: Reflection on the Teaching of Prisoner's Green

The aesthetic realm of prose is, in the final analysis, the display of the author's living conditions and the externalization of cultural psychology.

The essay "Prisoner's Green" is short but not "exquisite". Lu Yan expresses his own living conditions and cultural psychology implicitly by an ivy. Because of this, many instructional designs are conceived in this regard, trying to figure out the author's writing intentions. And my thoughts have benefited from this, but I am doing the opposite. Why must I try to figure it out? Is the meaning of an article only about the words that are almost customary? Therefore, there are two focuses in my instructional design. First, prose should pay attention to reading aloud, so as to feel the surging of text emotions; second, allow students to understand themselves and affirm their rationality. Facts have proved that "prisoner green" should not be used to hold the passion of reading, and should not hold on to active thoughts.

By extension, for an article, our teachers should listen to their own voices, and in our thinking, the shackles should be opened. If we can't find the "sound" in our hearts, then our students will never hear the wonderful "music."

Part 4: Reflection on the Teaching of Prisoner's Green

On December 1st, 2019, I went to a public class for young teachers to reach the standard. The topic of the selection was a piece of prose by Lu Hao, "Prisoner Green". After the lecture, I participated in the class evaluation of the class teacher. In combination with the opinions and evaluations of everyone during the class evaluation, I made in-depth reflections, which are summarized as follows.
First, the class schedule is more appropriate. Because "Prisoner Green" is a new text, it is also a new lecture for me. In some reference books, I arranged two classes for this article. After I prepared the lesson and analyzed the student's academic situation, and added an estimate of the value of this article in improving students' reading appreciation ability, I decided to The article arranges three classes, and integrates the expansion training, writing training and modern text reading appreciation training, in order to improve the students' modern reading ability through the study of this article. In this section of the open class, I chose the second lesson, focusing on the ability to develop students' tastes. With a class time to train the taste language, the students do a good job and the effect is better.
Second, the activities of the students in the classroom are sufficient. I designed three activities for students in this class. The first activity is to read independently, draw sentences describing green vines, and think about the characteristics of these descriptions. During the reading process, students are required to make side notes and share with others. The second activity is collaborative exploration. Students are asked to find out the difference in the growth status of the green vines before and after being imprisoned, and what kind of enlightenment the students have received. The third activity is writing small training. Let students observe the two pictures displayed in the multimedia, describe the contents of the pictures with the symbols they learn and the way they use them, and put some kind of spirit or philosophy in the language.
Through the design of several activities mentioned above, the efficiency of the classroom has been improved. The students have seriously thought and actively spoken, and the habit of making a side note in the reading process has been consolidated. At the same time, while thinking and answering questions, students also have effective training in their ability to think, organize and express language.
Third, the design of the teaching process is not detailed enough. Due to the unreasonable timing, some teaching tasks were not fully completed. In addition to the “appreciation and appreciation”, I also arranged two parts, “Extended Migration” and “Extended Training”. However, in the course of the classroom, students are very motivated to answer questions. In order to give students full opportunities to express their own opportunities, let them let them say, which takes up more time, and the latter two links are not good. . In addition, the expression of the symbol and the slogan of the slogan is more rushed to the students.
In view of the above three aspects, I feel that in the future teaching, I should continue to keep students paying attention in the process of reading. At the same time, continue to improve their ability to design and control the classroom. In addition, I feel that such excellent prose works as "Prisoner's Green" are very helpful for cultivating students' reading appreciation ability. The subject of the article also has profound educational significance for students. If you can make full use of it and classify these works into a summary of writing materials, let the students accumulate, it may have a better effect on the students' reading and writing skills.

Part V: Reflection on the Teaching of Prisoner's Green

"Prisoner's Green" is a self-reading text of the first unit of the Practitioner's Edition, which is a self-reading text written by the famous modern essayist and anti-combatant Lu Yu in 1938 after the full-scale outbreak of the War of Resistance Against Japanese Aggression. An article of heroic resistance. The article tells the story of the author's experience of the ivy branches in Beiping and the apartment outside in 1937. It depicts the life status and "characteristics" of the green branches. It also records the author's living state and sincere wishes, using symbols and hints. Implicitly reflecting the suffering and destiny of the people of North China who were besieged by the Japanese invaders, encouraging the soldiers and the people of the war to endure hardships, stubbornly stubborn, firm beliefs, and the end of the war. The clues of this article are clear, the scenes are blended, the feelings are sincere, and the meaning is far-reaching, which is a good example of the characteristics of prose and distraction. The textbook unit uses this article, which can help high school students to further understand the understanding of such prose based on the first two articles of the book, "Hangtang Moonlight" and "Autumn of the Capital". Read the method of writing lyric prose and learn the writing skills of lyricism.

In response to the stylistic content of the essay "Prisoner Green", I designed the beauty of the green when I was preparing for the class---Experience the green feelings--Exploring the soul of the green--talking about the green realization, I focused on the class. Guide students to grasp the main carrier of the author's emotions in reading - the green of the ivy branches, appreciate the graceful sentences of the article depicting the green, analyze the characteristics of the author's ivy and the method of describing the green, and sort out the author's interaction with the green branches of the ivy The various emotions in the process, then add the background of the author and the mentality of the situation in Beiping at that time, compare the similarities between the imprisoned green vines and the North China people who were trapped and besieged, explore the author's intention to write this article, and understand the author's description of the green branches. The deep meaning means excavating the social and political significance of the text. Finally, students are encouraged to combine their own life experiences, to abandon the writing background and background of the article, and to personally interpret the content of the article, especially the green vines that the author has imprisoned but always grow to the sun and never yield to the dark. Unique reading resonance and sharing with everyone.

The implementation of this lesson has successfully completed the teaching design process. The difficult and difficult learning has basically reached the expected goal. The students' classroom response is positive, the participation enthusiasm is high, and the lecture teacher evaluation is ideal, but there are still many shortcomings in reflecting this lesson: First, the teaching material processing unit is not strong in consciousness, does not grasp the characteristics of self-reading texts, and does not highlight the requirements of students' independent reading. Second, the teaching content is too comprehensive, and there is no reasonable cutting and cutting, which leads to the implementation of some subsequent links. In a hurry, the student's acceptance of participation is discounted; the third is to guide the students to have a lack of awareness of personalized reading, the interpretation of the text is still entangled in the traditional meaning, and can not mobilize students to produce a new unique and independent autonomy different from the traditional interpretation. Understand that students' thinking divergence is not broad, and students should be allowed to think more, think and resonate in combination with their own life experiences.