Reflections on the Teaching of Mobosang

Part 1: Reflection on the Teaching of Mobosang

White space is a technique of Chinese painting. Leaving a blank space in the whole painting, giving people the imagination, this kind of white art with no victory, has a high aesthetic value, the so-called "nothing here wins something." Painting is so, Chinese teaching should pay attention to the "white" art, clever use of the blank space in the text, to create a space for imagination and innovation for students, let students fly their thoughts in the blank space, enter the text, and pay attention to "white space" Enter the "virtual spirit" to deepen students' understanding of the text.
In this lesson, although the text language is relatively dull, the truth revealed from the story is more eternal. The text chronicles an unforgettable experience of a boy who was 9 years old, showing the true feelings of being rewarded with pay. How to learn the text to let students deeply understand "honest labor, in exchange for unforgettable care and love.", you can make full use of the text of the text to start teaching.
First, grasp the blank of the plot and guide the students to develop their imagination. The "New Curriculum Standards" proposes: while developing language skills, develop thinking skills, stimulate imagination and create potential. Thinking is the foundation of imagination. In Chinese teaching, teachers should use the creative thinking factors of the teaching materials to focus on guiding students to train their minds and cultivate students' creative imagination. The text mainly wrote that because the boy's serious and responsible delivery work won the trust of the subscribers, the text did not write the specific process of how the little boy sent the newspaper. Therefore, in the teaching, I firmly grasped the last paragraph of the text. "I never wanted to learn to throw the newspapers on the road. I still send the newspapers to every door. When it rains and snow, I still send the newspapers to the door. In the middle. The two "still" are still in discussion. Through discussion, and everyone came together to give the boy a close-up shot of the usual report, so that the student’s image of the character of the boy in the mind gradually became clear and full, and the attitude and spirit of the boy’s work were deep. A level of understanding.
Second, use the white space of the illustration to guide the students to develop their imagination. The "New Curriculum Standards" mentioned that the text is not only the text in the textbook, but it can be composed of language and characters, as well as the image of the language and the related images. The related illustrations in the text are also texts. The illustrations in the textbook are static and reflect the image of a moment. In order to "live" the picture, the teacher must instruct the student to recreate the imagination and create the imagination by observing the picture to complement the image and plot on the picture. In this text, the illustrations depict the “I” subscribers collectively giving me a big surprise and reward on Christmas Eve. During the teaching, the students are guided to imagine what the aunt will say to me. What people around me will tell me, and what is the expression of the scene? I will let the students around the word "stunned" and help "I" to express the gratitude and excitement of the heart. Therefore, students carefully observe the picture, according to the usual storage of the appearance, from the stillness to the change in the picture, from the appearance to the inner heart, from the inside of the painting to the outside of the painting to create imagination, you can express vivid and image. Imagination is expanded and creative thinking is cultivated. Paying attention to the "white space" in the text can break through time and space, and seek unlimited in limited, can adjust the teaching rhythm, create a good learning atmosphere, and lead students to enter the learning mood. Clever use of "white space" can enable students to recall memories of existing knowledge, break the mindset, concentrate attention on the "blank" caused by the break with the thinking and imagination to "weld" the joint, and enhance the artistic nature of teaching, so that Learning is more productive, which fosters students' innovative spirit and practical ability.

Part 2: Reflections on the Teaching of Mobosang

This article is mainly about writing from the young and passionate writing of Maupassant in order to be able to write a good work, worship the blessing as a teacher, got the guidance. When teaching this text, I closely followed the characteristics of the title of the article - concisely summarizing the content of the article, guiding the students to read predictions and questions when introducing new courses, and trying to guide students to read and explore from the beginning of the topic. .
First, grasp the subject to read and question, you can guide students to read the direction of inquiry.
"There is doubt in academics, small incisions are small, and big doubts are big." The question is the beginning of thinking and the beginning of students' reading and inquiry. In the teaching, after students have made some reading predictions on the subject, they have a strong interest in reading and inquiry. At this point, I promptly guided the students to question the question. The students immediately entered the rational thinking from the perceptual reading prediction, which pointed out the direction for the students to further read and explore.
Second, grasp the keyword language questioning, can help students understand the text content.
In teaching, I grasped the understanding of the word "Kung Fu" and started teaching, distinguishing between "Kung Fu" and "Kung Fu." It is the "Kung Fu" that is not at home. It refers to writing level, writing ability, skill, etc. "Working hard" is to endure hardships and practice, and guide students to question: Where can I see that Maupassant is working hard? By repeating the study of the text, the students found that the “Kung Fu” here also means “still need to work harder”.
Third, writing questions, training ability.
In the teaching process, how to learn Flaubert to write the article specific. I focused on guiding students to study Flaubert's clear and concise statement, and it is well-documented. It is the first way for students to learn the rationality of his speech. For example, Maupassant went to Flaubert for the third time. On the basis of the second observation of the Maupassant Society's careful observation, Flaubert pushed forward further: if writing has its own characteristics, it is necessary to grasp the characteristics. In this way, from shallow to deep, step by step, making his words very organized and hierarchical. Second, it is reasonable for students to learn to speak. When Flaubert expressed his point of view, it was not just a principled standard, but no real example. He pays attention to the actual case in the process of reasoning, so that what he said is convincing. For example, when Maupassant went to his home for the second time to visit and observe the carriage, there was no result. Flaubert listed the carriages in different scenes and inspired Maupassant. And such a vivid example left a deep imprint on Maupassant's mind, and finally made him gain something.
After teaching "Maupassant Apprentice", I arranged a small pen. Students are required to carefully observe the shoppers who come and go in the store on Saturday afternoon. They should record the characteristics of various characters in detail and then communicate on Monday. The results are vivid and vivid because of the students’ observations. . I think if we often ask students to do this, then the ability of students to capture and collect writing materials will gradually improve, and writing essays will certainly be vivid and concrete.
Our language teaching is not only to satisfy students' understanding of the text and the emotional experience, but also to strengthen the practicality of Chinese teaching on this basis, so that the language base can be trained in a down-to-earth manner.

Part Three: Reflections on the Teaching of Mobosang

Today is my school's open class teaching. The text I teach is "Maupassant Apprentice". Before the class, I found some teaching records and ppt of this class online, and I got a lot of gains from it. Some of the teacher's excellent teaching designs are intended to be used in the classroom. I thought this class should be very exciting, but...
In the course of coaching this lesson, my overall design philosophy is: "Let the students to be independent, cooperative, and inquiring" to learn, to guide students to understand the diligence of Maupassant and the good teaching of Flaubert. At the beginning of the class, I designed a part of the dictation of undergraduate words. The purpose is to check the students' mastery of the new words, and the effect is good! The following is the key link of this lesson, let students silently read the natural paragraph of the text 2-9, think about what the three teachers called Moposan asked? How did Flaubert teach each? Which of the following is the most critical in each guide? What kind of people are you feeling Maupassant and Flaubert? The following is the self-reading texts of the students, self-realization, and comments while reading. In this section, the students spent about 10 minutes. To be honest, I want to end this link several times in advance, and come to communicate with the students as soon as possible, but during the inspection, I found that the students’ comments are almost 0, or do The comment is also very superficial. For example, I saw a classmate who made such an annotation next to his book: "How can I make Kung Fu come home? Willing to suffer hard and practice hard." Can you call this annotation? When I look at it, I can't do it. I have to continue to let the students read the text again. Only when they read it fully, the students can feel something. The ancients did not say this: "The book is read a hundred times, and its meaning is self-evident." I really want my students to reach such a state, how good it should be! After 10 minutes, I started to exchange the first time with the students. The time was a bit more, but I think the students really felt their own feelings, but there are also some individual students who have referred to the class, and the second time. When I was a teacher, I mainly studied online people's live recordings, let the students do the blessings. I did Maupassant, and I read the texts in the role. It was Fukuibai who didn't ask once. I simply answered it once and reproduced with the students. At that time, I was interviewing the teacher and let the students feel the enthusiasm of Flaubert in reading. I think this link is also very good! There is a sense of satisfaction on the students’ faces, because they are both my teacher and the role of Flaubert, so excited! At this time, there are still about 8 minutes from the class, and I have to carry out the third exchange of apprenticeship. I know that the third time I am focusing on the teacher, especially the key two sentences: "You are insisting on the young people, and the talent is the insistence." The result of writing." "It is not enough to look at what you want to write, but you can also find features that others have not discovered or that others have not written." This is also an after-school exercise, and students who understand the two sentences also Said a little, but not enough specific, the general meaning has. At this time, there are still 2 minutes from the class time. I have to hurriedly end, and I also learned the famous teacher method in the online recording. I showed the fragments in Maupassant's works, let the students feel the uniqueness of Maupassant's writing, and make a difference! In the end, it briefly summarizes Maupassant's diligent study and Flaubert's good teaching. Originally, I also planned to arrange this link, let the students write the first poem for Maupassant, and thank the teacher for his teaching. However, after class, I had to arrange for the students to write after class, and did not let the students talk about the inspiration from your squadron writing? The overall time is not very good, the focus is not well handled! If you let me go again, I will
The letter will control the time and grasp the key points to guide students to feel more!

Part 4: Reflections on the Teaching of Mobosang

The texts in the textbooks are "classical, literary and beautiful, rich in cultural connotation and atmosphere of the times". They are the main carrier for students to learn Chinese knowledge, acquire language ability, and get nourishment of thoughts and emotions. They are also the main support for teachers' classroom teaching, or teachers. I take nutrition from the text and nourish my own language education and teaching. Let's take the example of the 21st lesson of the Jiangsu Education Edition, "Moposaan Apprentice" as an example to talk about the enlightenment of this lesson on our Chinese education.
First, strengthen the washing of the classroom evaluation language.
When Maupassant first came to ask for help, Flaubert said "straightforward": "It is your kung fu is not home." "This will be hard to work hard and practice." It shows that he can see at a glance at the problems in Maupassant's writing. He also showed that he has no reservations, is outspoken, and speaks in the spirit of sincere guidance. It is worthy of being the mentor of Maupassant's spirit! As a Chinese language teacher today, do you want to learn the truthful scientific attitude of Flaubert and the professional level of the autumn? In the daily evaluation, it will provide substantial help to students' learning, help students form correct learning thinking, and stimulate students' inner learning enthusiasm.
First, the evaluation should point out the merits and problems of the students in a realistic way, and should not be vague, ambiguous, or undecidable; neither can affirm the praise, nor can it blindly criticize, let the students who speak can know the good There, let the students who listened know how to learn from him; where is the mistake, how to modify it, how to add it. For example, "Yes, 'Love' and 'Cool Love' are all written by Mo Sang, but which word describes "love" is deep? You are again from the context of 'tired tires' 'anxiously experienced' experience." Targeted, able to remind students and help students, students will have a clear and rational understanding of the learning behavior here, in the future when they encounter similar learning situations, they will have a sense of confidence and confidence.
Second, the evaluation should be timely. When the students' thinking is highly active, the teacher can give comments in a timely manner, ignite the students' thoughts with their own wisdom, and guide the students to swim in the ocean of knowledge. Then, the students' learning enthusiasm will be higher and the learning interest will be stronger. Learning comprehension will be stronger. If you want students to read a large paragraph of text, sometimes you can check which sentence is good at the right time, which word or word has read the taste, and even you can ask the students to read it, don't wait for the students to finish reading hard. Comments. For example, when reading the seventh paragraph of the text, students should be instructed to read the tone, movement, and demeanor of Flaubert’s “indecent”.
Third, the evaluation should be instructive. When students are learning, their thinking sometimes gets into trouble and even goes into a dead end. At this time, teachers only need to give a little inspiration to them, and they will play the role of “four or two.” If you combine the text to let the students observe and introduce two people, there will be "you introduced them from the height of their two", "you introduced them from their faces", "you introduced them from their costumes" When inspiring and guiding the evaluation, the students will follow the ladder of thinking, pick up the fruits of learning, harvest sweet wines, and have a strong sense of accomplishment.
Fourth, the evaluation should be true and sincere, not excessively exaggerated, artificial, and false. Only true feelings can be exchanged for true feelings, only true love can be exchanged for true love. The teacher's evaluation should be from the depths of the heart, sincere and intimate to reveal naturally, just like a gentle spring breeze to touch the child, just like a little spring rain to nourish the child. In order to win the trust of students, we can win the hearts of students. For example, "X× classmates, I am happy for your progress!" "X× classmates, the teacher of this question has not thought of it, you think of it, it’s really!" "You read very fluently, didn't tie, didn't add words, If you don't miss the word, it's too fast. If you can pay attention to it, it will be better if you can pay attention to it." "You can bite each word correctly, and the sentence can be read more consistently." The students listened to such an evaluation. Very happy, very proud, this is also beneficial for all students. On the contrary, the kind of false feelings, different in appearance, without the evaluation of "true heart", can not only stimulate the enthusiasm of students to learn, but also may dampen the self-esteem of students and lose confidence in learning.
Fifth, the evaluation should be multi-level, multi-angle, and with body language, a look, a dagger, a shrug, a thumb, and even a playful word are the evaluation of the students. This will better adjust the mood of teachers and students, arouse the atmosphere of the classroom, let the students want to listen, love to listen, and listen to them, let the students learn in a relaxed atmosphere. Still taking the 7th paragraph as an example, "three 'no' read well, read a strict teacher who has no mercy." "You're nine questions" in one go, read Flaubert's "You can't stop." "From your reading, I heard the patient guidance of Flaubert and follow the temptation." "Ah, you still have a sly talk and a look of sorrow." "You read it." A well-written and well-directed Flaubert."...
Second, strengthen their own speech expression cultivation.
In response to the misconception that Maupassant asked for "nothing to write" for the second time, Flaubert first rejected the three "no" words without mercy, and then used nine questions to include both the rigor of being a teacher. Maupassant’s slight blame, but more is patient guidance and enthusiasm. From "continuing to say", "drinking a cup of coffee, and then saying", I can imagine that Flaubert’s look at the time of guidance and screaming can be seen as a teacher with a level and guidance. . No? "Good teachers, make people follow their own goals." Teaching effect depends to a large extent on the teacher's language ability.
First of all, the content of the teacher should be scientific and correct, and the language used should be scientific and accurate, and must not be mistaken. If you can't confuse the "story, details", "writing characteristics, writing methods", "materials, materials", "body, posture, appearance, clothing" in the text, "manipulation, methods" and so on.
Secondly, the discourse must have profound and incisive thoughts, and it must have a strong and strong emotion to have a compelling power and a charming charm. The joy or anger, praise or scorn, excitement or depression of the teacher's speech will arouse the students' resonance, stimulate their corresponding emotions and understanding, and make them yearn for truth, goodness and beauty, and hate false and ugly. If the teacher is insincere, false, or indifferent, the teaching effect will be poor, and even counterproductive.
Third, there should be room for expression, and strive to stimulate students' independent thinking and debate. Do not talk empty words, put an end to clichés, constantly enrich and update your speech content with new information, new things, new phenomena, new ideas in the society; constantly new vocabulary and new semantics generated in the process of language development Enrich and update your own words. In this way, the classroom can be full of vigor and vitality, so that the teacher's speech is attractive to the students.
Fourth, the speech should be fluent and fluent. It should not be redundant, nonsense or mantra. It should not be interrupted, paused for too long, or repeated. It will make students tired and impatient, and they should not be able to say the whole thing in a sigh of relief. It is difficult to leave a clear impression. After asking a question or after finishing a layer of meaning and a paragraph, you need to leave room for students to think about their aftertaste, and the speech should not be too brief or a big jump, so as not to understand or misunderstand the students.
Fifth, the students should be lively, interesting, and concrete, with appropriate expressions, movements, and gestures. Especially when teaching content is difficult to use visual aids, speech intuition is especially important. When teachers use descriptive language, they should make students feel that “if they see someone, if they hear it, they are on the verge”; when teachers use explanatory language, they should use metaphors, anthropomorphisms, snoring, etc. Turning abstraction into concrete, esoteric becomes shallow, and boring becomes interesting. If you just dryly explain the rules and rules, and move out a bunch of terminology, students will not love to listen, and it is not easy to understand.
Third, strengthen students' language practice.
When Maupassant showed the teacher the work that was completed after the teacher's second instruction, Flaubert looked at it very seriously. It can be seen that Flaubert is very strict. Then Flaubert confirmed the progress of the students in a timely manner, but he also sighed with enthusiasm: "Young people are insisting on being talented, that is, insisting on the result of writing." Then they put forward new requirements - to grasp the characteristics when observing Discover the uniqueness that others have never discovered. In order to make his own ideas easier to understand, Flaubert also gave examples of depicting bonfires and green trees, and more vividly explained his own views, so that Maupassant can clearly understand the truth. Deepening the layers, there are opinions, examples, and very convincing. From this, we once again see Flaubert carefully guiding the students' style. Also tell us: extensive language practice is an important way to develop students' language ability.
First, the questions in the middle and upper grades are answered with a pen. Now we have a hard time seeing students use the pen to answer after-school questions in the classroom. Many people think that after-school problems, as long as the students think about thinking, they can do it; in the classroom, they can discuss the discussion collectively; the verbal answer can alleviate the burden of students' work; ... I don't know, the senior students, the answer to a question is equivalent to a small practice. Independent thinking is necessary, but "the wise man must have a loss", and everyone needs to discuss, supplement, and improve; the students' speeches in the classroom are generally scattered. If you say a word, I need to summarize, filter, and refine; The logic, profoundness and comprehensiveness of thinking will be cultivated and improved; it is still the understanding and mastery of the problem, a test of the classroom listening and memory... I hope more language practice, less "gentlemen do not move hands" "The bridge is the style."
Second, according to the content of the text, select some extracurricular reading works for the students. Each week, I exchanged my reading experience in a group, and held a class exchange meeting every month to see who read more, to see who read it, and to identify outstanding small readers. There is quantity to have quality, and no quantity can not be said to be quality. Each semester can read more than a dozen famous books, dozens of poems, dozens of articles, which enrich the language of students, improve reading ability, and the language level will naturally improve.
Third, encourage students to write diaries and run newspapers. The most basic way to learn a language is to read and remember, intensively read the exhibition and practice a large number of pens. I ask students to write a diary every day, or to record the nouns and phrases in the articles they see on the day, or to express their inner thoughts, or to practice literary writing, or to comment on trivial matters in the class. Organize class students every four people and one group, each group will run a newspaper every month, asking the newspaper to reflect the life of the people, publish the students' work, and express their suggestions and opinions. After the teams have finished their work, they will exchange ideas and learn from each other's strengths. This will improve the language level in the joint study.
Fourth, open story conferences and debates. Language learning should not only pay attention to the training of written language, but also pay attention to the practice of oral language. It is shown that people spend 40% of their time in interpersonal communication during their lifetime. It is obvious how important spoken language is to middle school students. You can exercise your students' ability to speak by opening a story and in the form of a debate.
However, no matter what method is adopted to train students in the practice of Chinese language learning activities, teachers must firmly remember their responsibilities, neither can carry out the contracting nor arbitrarily let the sheep, but always pay attention to the organization actively participating in the activities. To carry out and summarize the work, and truly play the role of organizer, guide and collaborator. "The talent is to insist on the result of writing." Language learning is the result of language practice!
The above is intended to inspire others. The purpose is to let our teachers understand that the text is not only a tool for students to learn Chinese, but also an excellent raw material for teachers to nourish their teaching ideas. We must get profound inspiration from the texts and aesthetics, and feed us back. Chinese teaching truly reflects the charm of Chinese lessons.

Part V: Reflections on the Teaching of Mobosang

The lesson of "Maupassant Apprentice" mainly wrote that Maupassant, who loved writing from a young age, was able to write a good work, visited Flaubert three times, and received careful guidance. It showed Maupassant’s persistent pursuit of literature and Fuloubai’s enthusiastic support for the younger generation. Concerned about the style of the growth of literary youth. The text is closely related to the topic, and the focus is on the layering of the “teacher”. In view of the senior students, they already have a certain understanding and perception ability. Therefore, in this lesson, I mainly let students take a general manager's question and meditate silently, combine the keyword language to understand the character image, and then deepen the impression through emotional reading, and learn some writing skills and learn the expression method. I have mastered such a few degrees in the teaching of this class.
First, the scale of pragmatism and retreat.
Read the text carefully, grasp the keyword sentence to understand the text, and read the text emotionally on the basis of understanding the text. This is the most basic activity of the language classroom. Video, connecting the Internet, integrating life, and expanding reading are the places where the Chinese classroom leaves the text and the work is empty. Undoubtedly, this is also the language learning that reflects the new curriculum ideas, but it is very difficult to display them all in the classroom. Therefore, in the class, I only expanded the description of the "carriage" in a carefully selected Maupassant's "Nutrition Ball". My intention is to let the students experience even an ordinary carriage. After careful observation, try to figure out. You can write about its distinctive spirit and essence. At the same time, I felt that Maupassant had a harvest because of "observing the carriage."
Second, the main body and the leading, who is the master of the classroom?
Students are the main body of learning, teachers are the leaders of teaching, and teaching is an interaction. It is easy to say that it is difficult to operate. If the student is the subject, you have to let go of his doubts, let him discuss the problem in groups, and communicate in large groups. This class is not good-looking. The teacher is the leader, step by step, let the students into the set, the design is perfect, the process is smooth, and it is criticized as stifling the initiative of students to learn. I think that my class still reflects the teacher-led and considers the role of the student's main body. Give enough time for students to read, understand, understand, and internalize.
Third, the relationship between reading and perception.
Regardless of reading, silent reading, reading, and reading, I try my best to let the students directly talk to the text, let the students read with questions, such as the first link, and carefully study the text, it takes eight minutes. Subsequent enlightenment should be the result of reading, the harvest of reading, and then returning to the past to read aloud. Read the Chinese enlightenment, read the Chinese sentiment, and read the law.
Fourth, the teaching process is sparse and dense.
The teaching of this class can be summarized by "one two three." "One", a question, at the beginning of the class, present a general problem, let the students clarify the theme of the lesson: "Read three times to ask for advice, grab the keyword sentence, and discuss what kind of student Mau Sang is, what kind of teacher is Flaubert?" What is the harvest of Maupassant, and what inspiration for me.” This kind of teaching has done “to take the lead and get all the money.” “Two”, two clues, one bright and one dark, the bright line is Mobosang, and three times before and after. The dark line is some of the essentials that the camera guides students to learn from writing, such as "hard work, careful observation, and hard work". "Three", the key products read three times to ask the words of Zhongfulou. It not only reflects Fleming's enthusiasm for bringing up the younger generation, caring about the growth of literary youth, but also learning some writing skills. This should be the biggest gain for students.
Of course, "teaching is always a regrettable art." I chose the second lesson, only 20 minutes before the class, I also want to be clear in the first lesson and the second lesson. Reading the text well, sweeping the word barrier is the first lesson. The beautiful tutoring is also the first lesson, so I will directly introduce the second lesson. Because of the lack of the cornerstone of the first lesson, and because the design of the teaching link is too tight, some links are rushing to the scene, and there is not enough time for the students to grow. For example, when teaching Flaubert's second teaching, students should be fully readable and feel why Maupassant thinks that “there is nothing to write”, while Flaubert believes that there are many things to write. They should be guided to discover that Flaubert is inducing Maupassant to observe carefully from different angles such as “decoration of carriage”, “weather at the time” and “truck downhill”, so that students should contact the writing practice to observe things normally. Multi-angle. Instead of thinking about rushing to the next link, the teacher told the students about the discovery. In short, whenever and wherever, teachers should bear in mind the new requirements of education in the era of "life-oriented" and the new concept that the new curriculum strives to admire.