Reflection on the Teaching of Fanka

Part 1: Reflection on the Teaching of Fanka

The article "Fanka" describes the darkest period of the Russian tsarist rule. The nine-year-old Vanka Zhukov was sent to the city by shoemaker Ariachinne as an apprentice. He was tortured and wrote a letter to his grandfather. Ask Grandpa to take him back to the country. The end of the text in the form of Vanka dreams reflects the tragic experience of Vanka, which aroused people's deep sympathy. In the course of teaching, I have these feelings:
First, the overall perception, reading the enlightenment Suhomlinski said: In the depths of the human heart, there is a deep-rooted need, that is, I hope that I am a discoverer, researcher, explorer. This need is particularly strong in the spiritual world of children. Therefore, in this session, I have played the initiative and initiative of students. Taking into account the length of this lesson, I asked the students to read the text carefully in advance when they pre-read the text. In the classroom, they took their own questions and group communication: What did you read through reading? For example: A student said: "I think Fanka is too stupid, why don't you know how to run back to China?" For this question, I asked the whole class to help him solve it. The students understood the specific plots in the text: there were many factors such as heavy snow, ice and snow, cold and hungry, and Vanka could not return to the country. This further highlights the tragic fate of Vanka. Let students understand the text with questions, respect the unique personality of the students, benevolent and benevolent, wise see wisdom, but can not be plausible, always grasp the main line of the article. We should encourage this kind of personalized understanding and exchange experience.
Second, the same work, the development of creative thinking and differences is the main form of creative thinking, teachers in the teaching, students should be encouraged to answer different questions on the same subject, or encourage students to get rid of habitual thinking.
The end of the article "Fanka", ending with a dream, seems like a sad, this is a difficult point for students to understand. Therefore, I guide students to think and discuss. I said: "Fanka is carrying a precious letter into the mailbox with a strong desire. But I never thought that Grandpa would never receive his letter. What will the fate of Fanka be?" The students’ responses were accompanied by obvious sympathy. "Since Vanka can't get rid of this tragic fate, what is the meaning of the end of the article?" Some students replied: "The article ends with a dream, suggesting that Vanka's pursuit of happiness is an impossible dream." Some students Said: "This ending seems to be beautiful, in fact, hidden and not lucky, but also provoke our sympathy for Fanka. For the end of this suspense, I will arrange for students to continue writing, students can fully use their imagination, the text is pinned The common feeling for Vanka - sympathy.
In the future teaching, it is necessary to connect theory with reality, and the content of the text is related to real life. Writing methodology is used.

Part 2: Reflection on the Teaching of Fanka

The lesson of "Fanka" is longer. The article writes letters to Grandpa through Vanka, reflecting the tragic fate of the poor children in Russia under the Tsarist rule and revealing the darkness of the social system at that time.
Due to the complexity of the content and form of this lesson, it is necessary to improve the teaching efficiency in teaching, and to grasp the key points and difficulties to read, experience and imagine.
When reading early, the students read the text in advance. At the beginning of the class, after a quick browsing of the text, the students have a general understanding of the content and writing of the article, and clarify the text "Ready to write a letter----write letter----- - Send a letter to this clue. Then I gave a brief introduction to the author and the background of the writing, because this is a foreign literary work. It is a long time. The students are unclear about the dark social reality of the Tsarist Russia at that time. After understanding, it is conducive to the misery of the poor people in the text. Life experience will be more profound. With the addition of extracurricular materials, children are more interested in the classroom. After the children listened quietly, I went straight to the center, let them mark the part of the content of the text, and then focus on reading the natural segments 8, 10, 11, 12, 15 first, first talk about the card Understand, from the students' answers, I feel that the children can understand the tragic life of Vanka from the language. He is very poor. He longs for a beautiful, happy and free life. After a holistic understanding, the group exchanged: What did Vanka write in the letter? Read the contents of the letter carefully, grasp the key words and phrases, and learn what kind of life Fanka lived in the boss's house, and feel the miserable life of Vanka from beatings, starving, and sleeping well. The nine-year-old Vanka lived a non-human life in the shoemaker's house. There was no freedom and no dignity, so he wrote a letter and begged his grandfather to take him away. The students also wrote from the "eighth natural section" to Grandpa, two exclamation points, two ellipsis, and the eleventh paragraph, that Moscow is a bustling city, and that the life of the fifteenth is not as good as that of a dog. Waiting for a lot of details, I realized that the torture and pain suffered by Vanka reached the limit. The vast city, but there is no place for the survival of a child, thus reflecting the dark social reality of Tsar Russia.
The students have a better understanding of the situation, but they are not able to praise the emotional reading. Reading from the natural paragraphs 8 and 15, I can't hear the tragic life of Vanka, and I don't feel that Vanka is telling the grandfather very painfully. Through the guidance, the words "揪, drag, 揍, fishing, straight stamping" are accented, and I imagine that I am Xiaofanka. What kind of mood will you tell people the pain in their hearts. When you study, you have to walk into the text and integrate yourself into the story. When you are there, you will think about what the person thinks and say what the person thinks.
The next link is relatively simple, let the students understand: In addition to the letter of Vanka, the text tells the grandfather about his painful life in the shoemaker's house. What else did he write? Other passages other than the silent reading, I know that Vanka also recalls the country life: staying with the grandfather, watching the beautiful night scene in my hometown, and happy time with the grandfather cutting the Christmas tree. Let the students understand that the author is interspersed and written, which highlights the painful life of Van Cau as an apprentice in the city. This part of the interpret description also plays a very important role in highlighting the pain of Vanka.
When discussing the ending of the story, by writing a few natural paragraphs of the envelope, I know that there is no specific address written on it. Grandpa will definitely not receive the letter of Vanka, and will definitely not pick him up. The pleading of Grandpa to pick him up in a stark contrast, reflecting the tragic fate of Vanka, can not achieve this little wish. So, what will Vanka’s later fate be? The ellipsis at the end of the article left us with the space to imagine, to end the sweet dream, but the dream will always wake up, what will happen after Vanka wakes up? Arrange the assignments and let the students develop their imaginations.
When reading, some students asked questions. In order not to interrupt the students' understanding of the contents of the text, I did not explain in the class. I want to take advantage of the time of a class, and then let the students read the text and talk about the stories that happened later. Then put some problems in the final solution. It is also convenient for students to find out the problem themselves, and go home today to solve the problem by checking the information.
Question 1. Why do the cards in the text have two different names?
Question 2: The natural paragraphs of 10 and 11 in the text, only the front quotes, how can there be no back quotes?
The first question, Vanka has two names because: when the Russian name is written, the name is first, the last name is followed, and the middle is separated by a space symbol. "Fanka" is the name, "Zhukov" is the last name. "Fanka" is the nickname of "Ivan". It is equivalent to the word "A" or "small" in front of the name of a child in China. It is called "A-" or "Small-". This kind of nickname is generally limited to use between relatives or relatives, so Vanka is signed "Ivan? Zhukov" at the end of his letter to Grandpa.
The second problem is that the natural segments 10, 11, and 12 continuously quote the letter written by Vanka, so the natural segments of the 11th and 12th have only the front quotes and no back quotes. To tell the students that this is a paragraph that uses quotation marks in a row, the middle paragraph is only preceded by quotation marks, and the quotation marks can be omitted.

Part Three: Reflection on the Teaching of Fanka

The teaching of "Fanka", if it is said in a series, not only makes the characteristics of the article disappear, but the students feel uninterested, and the effect will be half the battle. Because the length of the article is long and the content is criss-crossed, it is intertwined with three clues: writing letters, recollections, and side-by-side, highlighting the center of the article at multiple levels and angles. Such intricate event relationships constitute the teaching difficulties of this article. In order to realize long text and short teaching, it is difficult to make it easy. I designed it in teaching:
First, start with the whole and go straight to the center to buckle the emotional world of the students. After the students completed the self-study preparation and understood the text, I raised the question: “What is your overall feeling for this article when you first read the text?” The purpose is to let the students realize the emotions in the text and immerse the whole body and mind in this In the atmosphere, to reduce the difficulties caused by the gap between teaching time and space. At the same time, it is clear that the article is touching because the author has adopted a multi-level and multi-angle expression technique to highlight the same center: the tragic fate of poor children in the Tsarist era. Grasping the key in this way, going straight to the key, can leave a deep impression on the students.
Secondly, consciously break the article into three big blocks according to the clues, and prepare for the breakthrough. I first ask the students to read the text and find out what the card is for the grandfather. Main line. Then use the method of point-to-face and divergent thinking to guide: "Where is the content that Vanka writes to Grandpa, which point is the most touching?" This is an extension of grasping the emotional world of students, so they are not difficult to reach a consensus: telling the grandfather A miserable apprentice lives for a while. Then intensive reading: "What crimes did Vanka suffer?" "What kind of picture does Van Ka's narrative show in front of your eyes?" One of the purposes is to read the content; the second is to infect the emotions and make the students The heart is always closely attached to Vanka's heart, and it can cultivate students' verbal ability. In order to clarify this delicate and realistic writing technique. Continue to grasp the emotions: "Imagine what kind of mood is Vanka writing here?" Diverging students' thinking, cultivating imagination, further infects students' emotions. "If you are a small Fanka, how would you tell me?" Ask the students to read this paragraph emotionally and improve their reading ability. "Fanka pleaded with his grandfather to take him back. This content letter appeared in many places. Please read it emotionally and experience the painful feelings of Vanka." In this way, the original long letter is concentrated in one. On the key points, let the students read aloud and understand the truth. It not only saves time, but also develops students' appraisal ability! At this point, the first section of the teaching is over. "In addition to the tragic fate of Vanka's language narrative and urban-rural life, what other things can you experience from the text to the tragic and inner pain of Vanka's life?" This question makes students' thinking natural. Guided to the third section. And a little higher the difficulty, let the students "jump, pick the peach", so that they have the pleasure of exploring knowledge. Students who study well may think of the mood before and after writing, and the students in the middle and lower classes can get inspiration from the teacher's prompts, and then understand: the original text meticulously portrays the feelings of fear and fear before writing. I wrote many times in the letter; after writing a letter, I also made a good dream, and fully expressed the tragic fate of Vanka. At this point, the third section of teaching ends.
Finally, the three blocks are organically combined. "Students, look at this book, contact the content just mentioned, talk about what kind of expression center the author is, and highlight the tragic fate of Vanka?" At this time, there are three clear clues in the minds of the students: the letter tells the tragic Apprentice life reveals the center; recalling past events, contrasting reality, setting off the center; ending dreams, suggesting the center of the article. At this point, the teaching tasks are all completed. In this way, the emotional factors are grasped, mainly based on the reading method, supplemented by the problem teaching method and the discussion method, and the students are used interchangeably, so that the students not only clarify the three clues of the article criss-crossing, but also realize the relationship between each other and propose The problem, from shallow to deep, hits the key points, and also makes students deeply understand the essence of language in reading and discussion. It is easy to teach teachers, students learn happily, and the teaching effect is satisfactory.

Part 4: Reflection on the Teaching of Fanka

First, use in accumulation, accumulate in use
In this lesson, I focus on activating the vocabulary in the minds of students, allowing them to use them in accumulation and accumulate in their use. For example, after listening to the recording, I asked: What do you want to use to describe the life of Vanka? Fresh words come out: miserable, pathetic, miserable, not expecting, even dogs are not as good as life. But one student said that "pig dogs are not as good as". This is the answer that I did not preset before class. I stumbled. Isn't this what we usually swear? "XXX, you are not as good as a pig!" At this time, I clearly saw that all the students and the teachers were focused on me, waiting for me to judge whether the answer was correct or not. "Fanka's life is not as good as a pig or a dog." "Fanka lived a life that is not as good as a pig or a dog." These two sentences quickly flashed in my mind, and it was obvious that the latter met the language law. So, I told the students that "the life of the card should be said to have even the pigs and dogs. The text also said that even the dogs are not as good." Don't look at such a word, it is related to the accuracy of the student's language expression, that is, accurate Use language and text. The impact on students is lifelong and subtle, and he will work harder in the future. Therefore, when we usually talk to students in class, our teachers must pay attention to listening to the students' statements and fully affirm or correct the students' opinions.
Another example: When it comes to the specific description of the life of the Vanka apprentice, I have designed a question: After reading this passage, what kind of picture is there in front of you? When a student talks about the appearance of a Vanka who only eats a little porridge and bread all day long, I follow the trend: What words do you think of to describe Vanka at this time? "The face is yellow, thin, earthy, skinny, skinny, weak and windy." The students stood up and said. Also, let the students explore the question "even if Grandpa received the letter, whether Vanka can live a happy life", a student said: "Grandpa can not pick him up because his own economic situation is not good. "I guided "Where did you see it?" "His grandfather is 65 years old. If he is old, he will go to be a night watchman. Old people like him should be at home, but he is --- ---" "Yes! Even if Grandpa has this heart, there is no such power!" At this time, the students immediately said, "There is more than enough strength, love can help, mud Buddha is difficult to protect itself.----- - "I was amazed, students can think of so many words!" I am moved to open the students to use in the accumulation, and accumulated words in the application.
Second, between the choices徘徊
After class, I always feel a kind of regret in my heart. Although I have grasped the teaching of the focus of the text. The students are also integrated into the text. Through a layered and gradient reading, the students' minds are shocked and the experience is not overhead. I did learn Chinese knowledge. However, in order to finish all the content, what is the "Vinca's country life?" and "Wanka's letter grandfather can receive it?" "Even if Grandpa received the letter, Vanka will be happy." Life?" Three questions explore the life of the Vanka countryside and the content after the letter. In this way, although there are traces of inquiry and learning, think about it in detail, is this not to follow the path of my teaching to let students drill? Do students have no unique feelings? There is no question to ask from the beginning to the end? This is why I am not bold enough to deal with the teaching materials. I have to know how to choose and have a choice. In particular, this article is very long, and it is even more important to make a decision between choices. I can ask after the students have read the content of painstakingly: "I have learned this, do you have any questions to ask?" At this time, there will be a stone that will stir up a thousand waves: "Teacher, I want to know why Vanka must let Grandpa took him back to the country?" "Is life in the country really so beautiful?" "Grandpa will pick him up?" ------The teacher of these problems is sorted out, and then the students will explore the reading according to the content of the text. In this way, students are truly regarded as the subject and individual of learning, and they have established a student-centered consciousness. Only by walking into the hearts of the students can you really know what the students think. This reminds me of the beginning of the class. When listening to the contents of the reading letter, most of the students are listening and only one student is snickering. I think he must be thinking: Is there such a pain? With the deepening of the text, he never laughed again. I think he might have walked into the heart of Vanka and was deeply attracted by the description in the text. But I was negligent. At the end of the lesson, let him get up and talk about why he has this change? The education of students' emotions, attitudes and values ​​should be "sneak into the night with the wind, and the things are quiet and silent."

Part V: Reflection on the Teaching of Fanka

When I was teaching the article "Fanka", in order to enable students to better understand the tragic experience of Vanka, they provoked their sympathy for Vanka and the hatred of the dark society at that time. In addition to guiding students to understand the content of the text, I also guide students to link the illustrations of the text with relevant content. By contrast, finding contradictions, generating doubts, and then discussing solutions, this has played an unexpected role in understanding the center of the article.
The illustrations in "Fanka" mainly depict the scene of the eve of Christmas, when the boss, the proprietress and several buddies went to the church to pray, secretly write to the grandfather in the shoe store. Behind Vanka, there is a tall shoe rack with a variety of hoes and boots. The article in the tenth paragraph of the article has such a sentence: "I originally wanted to run back to our village. But I don't have shoes, I am afraid of cold..."
When I learned this, compared with the illustrations, the students quickly got into doubt: Why do shoe stores have so many shoes, but Vanka says that there are no shoes to wear? Around this issue, the students started a discussion. Some said: "Shoes are for selling money. If he wears it, how can he afford it, only rich people can put on shoes?" Some said: "Moscow is a big city in the text, the house will be the lord, naturally. The shoe store is also a place where wealthy people come to visit.... Then I asked: "When the boss sees that the cold weather is not wearing shoes, why not send him shoes?" After discussion, the students will soon Understand that those rich people will not be pitiful, sympathetic, and help poor children. Some are only ill-treatment of them, showing how dark this society is.