bet365 bonus parlay:bet365,bonus,parlay,Turn,Wang,:? Turn [Wang Rongsheng's anthology]: Select teaching content according to student's academic situation. Visitors: 1650 Publication date: December 23, 2011 Sunrise: Principal's room transfer [Wang Rongsheng's anthology]: According to students

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Turn [Wang Rongsheng's anthology]: Select teaching content according to student's academic situation. Visitors: 1650 Publication date: December 23, 2011 Sunrise: Principal's room transfer [Wang Rongsheng's anthology]: According to students The choice of teaching content, the teaching content and the student's learning experience The teaching content of a text, from the student's point of view, can be attributed to three sentences: what the students do not like, make him like; if the students do not understand, Let him read it; if the student does not read well, let him read it.

In other words, what the teacher wants to teach is a place that students don't like, a place that students can't read, and a place where students can't read well. This is the successful experience of our excellent Chinese language teachers.

We often say that Teacher Qian Menglong is a 'guided reading method', and teacher Cai Chengqing is a 'pointing method'. Mr. Duan Lipei is presiding over teahouse-style 'reading, deliberating, speaking and practicing'.

In the past, our successful experience of excellent teachers often learned and refined from the perspective of teaching mode and teaching methods. Now we know that this is not enough.

'Guide to read', where is the guide? What is the guide? 'Dial', where is it? What is the point? What is dialed? 'Reading and deliberation' is for students to read and discuss. 'Talking' is what teachers say and what they are talking about. This involves the content of teaching content.

Mr. Qian Menglong once said that a paragraph that can reflect the true meaning of Chinese teaching: When I was preparing for a lesson, I felt that it was a bit difficult to understand. I thought that students might find it harder to understand; When I look at the benefits, I think it is difficult for students to see the benefits. I will guide them in these places.

In other words, 'guided reading' is where students can't read and where students can't read well. Someone once asked, why does the money teacher have a tacit understanding with him? Teacher Qian replied: 'Because the first thing I think about is not how the students will cooperate with my teaching, but how my teaching will match the students' learning. Therefore, it is a lesson for me to carefully observe the ideas and rules of the students' understanding activities. Important content.' Preparing lessons, teaching interpretation of texts, on the one hand, according to the style, correctly interpreting the text. More importantly, according to the actual situation of the students' reading, it is necessary to select the teaching content that is suitable for the students' academic situation and has practical help for the students who do not understand or read well. 'Language Learning' has published Professor Dong Shuilong's 'Teaching Cases Not Learned, Not Teaching - Teaching Cases' (Chinese Language Learning, 2006, Issue 6). The title is very clear. What does 'Back' teach? Teacher Dong designed three questions: (1) 'The article has a dividing line that separates the two parts of the memory and the present. Can you find it out?' This is about the structure of the article, and it also has the main purpose of understanding the article. Direct relationship. (2) 'Why do you say that I have not met my father for more than two years,' instead of saying that 'I have not met my father for more than two years?' Trying to pass 'disagreement' and 'no meeting' 'The difference between these two phrases is to explore the relationship between Zhu Ziqing and his son and to understand the fatherly love that Zhu Ziqing felt.' (3) 'Why do you say that ‘I’ can’t forget his back, just the back, not the other appearance, posture or character?” Teach “Back”, are these three questions the most critical issue? This can be discussed. However, the direction of Dong’s efforts is undoubtedly correct: to teach students not to understand, from the student’s academic situation, choose the teaching content suitable for the students’ academic situation.

Second, class discussion: 'Lily Blossom' However, from our teaching practice, from the perspective of our lesson preparation behavior, it is still a big problem to pay attention to students and pay attention to students' academic conditions.

Let's study a lesson: 'Lily Blossoms.'

This class is a seminar in the evaluation activities of teachers and teachers in Luoshan Middle School in Pudong. The teachers who teach are excellent.

'Lily Blossom' is a essay written by Lin Qingxuan and was selected as a text for junior high school preparatory classes.

The text can be roughly divided into two parts.

The first part is a bit like a fairy tale: in a remote and remote valley, there is a cliff of thousands of feet. I don’t know when a small lily grows on the edge of the cliff.

When Lily was born, it looks exactly like weeds.

Lily knows that she is a lily. 'I am a lily, not a weed.'

The only way to prove that I am a lily is to make beautiful flowers.'

Lily tried to absorb water and sunlight, and slowly grew the first flower bud, and Lily was very happy.

However, the surrounding weeds are very disdainful.

In private, they laugh at Lily. This guy looks exactly like us. She thinks she is a flower, but her head has more tumors than us - that is, the flower.

In public, they laughed at Lily and said, 'You don't want to dream, even if you really will bloom, in this wilderness, your value is not the same as ours', the butterfly that occasionally flies, Sparrows, etc., holding a contemptuous attitude, also persuaded Lily, you, don’t be so hard, 'On the edge of this cliff, even if you open the most beautiful flowers in the world, no one will appreciate it,' Lily knows, it is A lily, it has to work hard to open its own flowers.

One day, Lily opened a beautiful flower.

This is the first half of the lesson, the second half of the lesson.

The lily blooms in a single flower, and it spreads its seeds to the square.

Now the wild mountains and mountains, the mountains and the fields are full of lilies. Many people come here and are moved by the beauty that they have never seen before.

However, no matter how others appreciate it, the lilies remember the teachings of the first lily. 'We must bloom with all our heart and soul, and prove ourselves with flowers.'

The teacher's preparation for the lesson is very hard, collecting a lot of materials related to this text, and carefully designing the lesson plans.

The class is over. On the basis of the students reading this text, the teacher opens the text from the middle, that is, the section where the lily blooms: 'Under the scribble of wild grass and bee butterfly, wild lily strives to accumulate. Inner energy.

One day, it finally blossomed, and its fascinating white and graceful style became the most beautiful white page on the cliff.

At this time, weeds and bee butterflies never dared to laugh at it.

'The teachers and students read the text in this paragraph: 'Wailing White', 'The graceful style', 'The most beautiful color'.

Then, the teacher used a main question to open the first part of the text: 'So, what difficulties and frustrations did Lili suffer in the process of flowering?' The students discussed and answered according to the text.

A classmate said that the environment is very bad, and the mountains and mountains are wild; some students said that in the process of growing up, they suffered various kinds of attacks, such as the sarcasm of weeds and the bees and butterflies, and the persuasion of the sparrows.

Therefore, the teachers surrounded the keywords of “taunting” in private, “satire” in public, and “persuasion” in disbelief, guiding students to analyze and perform sub-language reading, respectively reading “taunting” and “satisfaction”. ', the taste of 'discipline'.

Then, the teacher used a question to open the second half of the text: 'So, what difficulties and frustrations might you encounter after the lily blossoms?' The students made some comments based on their own understanding and even association.

The teacher made a brief summary: 'When preparing for the lesson, I was very touched by reading this text. I wrote my own thoughts and shared it with my classmates.

' The teacher read a paragraph of his own beautiful words.

According to the teacher's assumption, it is time to end here.

Maybe the reason for the second round of classes, the teacher's progress is a little faster, and there are two minutes left from class.

The teacher is very experienced and inspires students to question: 'Do you have any hard-to-understand places in this text, don't you understand?' Four students were selected.

The first classmate asked: 'Teacher, the lily is blossoming to prove its existence, then, what about us?' There is a passage in the text: 'Lily is blooming in bloom, every day on the flowers There are crystal drops of water, and the weeds think it was the dew of last night. Only Lily knows it, it is the deep tears of joy.

' The second classmate asked: 'What is 'very deep joy'?' 'The text reads: 'The countless people see the beauty that they have never seen before, touched the tears and touched the pure and gentle corner of the heart.'

' The third student asked: 'What is the 'pure and gentle corner'?' The fourth student expressed his doubts: 'Now the mountains and the fields are full of flowers, and countless people come here to appreciate and be touched by it.'

Why do the lilies of the mountain still open the flowers silently? 'There is not much time left for class. Teachers obviously have no way to deal with the students' problems. They only cope with a problem. In my opinion, it is still a rather hasty response.

The teacher said: 'Lily proves its existence by flowering.

Our people, of course, use their own success to prove the value of existence.

'I don't know what the 'success' means for the junior high school preparatory class. Maybe it will be understood as the top three in the exam - after the top three, we are all weeds? After class, and Luoshan Middle School Language Group The teachers jointly discussed this lesson, discussed its teaching content, and discussed the appropriateness of the teaching content.

The first is the class of the class teacher.

From the class, it reflects that the teacher is somewhat biased in the style of grasping this text.

She said that this text is an article about the words of the things, similar to 'Dragon Room' and 'Love Lotus'.

There is nothing wrong with this text in the text 'Tianwu Yanzhi'; but it has a big difference with 'Dian Room Ming' and 'Ai Lian Shuo'. The first half of it is a story. Then, later, a story similar to a fairy tale.

To say 'similar to a fairy tale' is to show the meaning of this: the first half of the text, the students should understand.

In fact, in the classroom teaching, students also indicated that they are understandable.

At the end of the lesson, the four questions asked by the students refer to the second half of the lesson, indicating that students are more difficult to read in the second half.

At the time of the class, I said that the first half of the text is that the students can read but may not read well. In the second half, the students’ questions indicate that they do not understand much.

Therefore, the teaching task in the previous part is to read the students well, and the signs that are read are touched; the latter part is for the students to understand, and the signs to understand are understanding.

Touching is empathy.

If this text is read by students in the second and third grades of elementary school, it is likely that they can read well in the previous section, that is, the children will feel the story like a fairy tale as a true story.

But we are now a preparatory class for junior high school. The junior high school students have their own understanding of things. It is very likely that they will see this text as soon as they see it. Hey, this is a fake! Lily said, the weeds said, the bee butterfly said, fake! If the student believes that the previous part is false, then it is difficult to put their emotions into it, it is difficult to experience the spirit of lily.

The front part should make the students “read”, and the latter part should make the students “read”.

Looking at this class from such a request, our teachers are likely to have a place worthy of reflection and improvement in the choice of teaching content and in the arrangement of teaching time.

The majority of this class is placed in the first half of the lesson, allowing students to read what they would have read.

Moreover, the focus is not right. The students' attention is led to weeds and birds and bees. Through the role reading, students can experience the nuances of the words 'taunting', 'sarcasm' and disdainful 'persuasion'. .

At the time of the discussion, we suggested that if students were to be read aloud, if the students were to perform, the students should read aloud, the part of the lily, and the students experienced the spirit of the lily through performances.

When you look at this class, the students already understand that the teacher spends a lot of time; if the student does not read well, the teacher does not pay attention; if the student does not understand, the teacher does not have time to deal with it.

This phenomenon is not uncommon in our current classroom teaching.

Understand the student's academic situation during class preparation; pay attention to the student's learning status during class; and after the class, explore the student's learning experience by understanding the student's learning sample.

This reason does not seem complicated.

However, we can consciously do these things, and we can consciously choose the teaching content according to the students' academic conditions. We still have considerable distance.

Three, the text of the teaching interpretation: according to the choice of academic content, according to the academic situation.

According to the premise of the academic situation, it is to understand the situation.

It should be said that understanding the academic situation is not new.

In the past, our teachers were more or less aware of the importance of understanding the academic situation.

The preparation of language teachers, in the past, there is also the saying of 'three preparations' - preparing teaching materials, preparing students, and preparing teaching methods.

However, in the past teaching design and teaching, how did our teachers understand the situation? What kind of learning is it? What is the relationship between the learned situation, the teaching design, the choice of teaching content, the organization of teaching methods, and classroom teaching? It should be said that in this aspect of research, we have done less and did not understand it.

Recently, the situation has improved a bit. Chen Longsheng, a doctoral student at Shanghai Normal University, recently completed his doctoral thesis “Learning Classroom Teaching Research—Based on the Perspective of “Analysis of Academic Conditions”, including a section on studying the current language. How do teachers conduct academic analysis?

He first selected five major magazines of Chinese education from 1999 to 2008 (((Language Learning), 'Language Teaching Communication', 'Secondary Chinese Teaching', 'Secondary Chinese Teaching Reference', 'Language Construction') Relevant information, these five magazines in a decade, teaching design, classroom recording, teaching lesson preparation lessons, etc., a total of 605 samples.

He analyzed the 605 samples and referred to the “learnings” in the materials or the students’ situation. A total of 115 were selected.

In other words, of the 605 teaching cases, only 115 were mentioned.

Then, a detailed analysis of the 115 cases was carried out, and four conclusions were drawn: There are not many teaching cases in which the academic analysis has been done, and there are fewer teachers who have analyzed the situation in the preparation lesson.

The means of understanding the academic situation is relatively simple, basically an empirical judgment.

The process of analyzing the academic situation is rather rough, basically speaking in a few words. I only see judgment, no analysis, only conclusion, no process.

The depth of academic analysis is not enough. Many academic analysis is a shallow description and an impression of impression.

This kind of academic analysis is not enough, it is not in place, it is difficult to link the specific teaching content of the same text, and it is not easy to organize effective teaching activities according to the specific situation of the students.

In the contact with teachers, many teachers said, 'Our students are very poor.'

I often ask: 'Where is the difference? Where is the performance? For this text, what does his difference mean?' Teachers are often ignorant, it is difficult to say one or two.

The analysis of the academic situation, if it is not specific to the learning experience of each text student, what they have understood, what can be read, what they do not understand, what are not well read, feel not In fact, it is equal to not doing it.

Let's look at one more information below.

The 10th issue of 'Language Learning' magazine has a very good article. Zou Zhaowen's 'How far is our teaching from the students' expectations? The teaching design of is related to the students' 'expectation vision' Survey.

The author selects a text from the PEP version of the book 'Cat' as a sample, and the student may understand the text: the current question is designed to investigate the questionnaire.

From the student's answer sheet, most of the students' basic structure can be understood, but the students can't understand the structure, content and theme of the cat. The connotation of this article.

From the teacher's lesson plans or instructional design collected by the authors, these instructional designs (teaching plans) all put the teaching objectives, teaching priorities, and teaching difficulties in the content of the text without exception. The theme, social meaning, that is what the student already understands.

The problem raised by the students, in the 12 teaching plans, only a very small number of sporadic responses. That is to say, what the students have mastered in the pre-study, repeated in the classroom, and the doubts of the students, but almost no teachers pay attention. The two materials mentioned above, one is the situation analysis on the surface, and the other is the specific case on the point. It should be said that it reflects more realistically how the Chinese teachers pay attention to the academic situation during the preparation, class preparation and classroom teaching. On the one hand, our teachers know that to prepare students, we must understand the situation; on the other hand, in the actual teaching design, in the specific classroom teaching, the knowledge of the school is not enough, and the grasp is very inadequate. . There is a huge gap in the middle. It is this kind of gap that has caused many problems in Chinese classroom teaching, which has caused the ineffectiveness of Chinese classroom teaching. It is not a completely new topic to understand the academic situation. However, it is necessary to turn the attention to the academic situation and understand the academic situation into the actual behavior of our teachers in the teaching design, and become the actual behavior in the organization of classroom teaching. The road, there is still a lot of work to do. Understanding the school's situation does not mean that the student's situation is generalized. Instead, it is necessary to probe a specific text to explore the student's learning experience—what places to read, where to read, and where to read. , which places may not be well read. Mr. Ye Shengtao said a classic saying, the truth of reading teaching should be 'what to teach': 'Knowledge can not be obtained out of thin air, habits can not be cultivated out of thin air, must rely on it. That is the national textbook. Arranged in the national textbook An article that allows students to try to understand, can not be understood by the teacher to help (teachers do not teach students to try to understand themselves, but only a piece to teach students, this is not the most appropriate help); from here Students get the knowledge of reading. They also let students try to figure out how they are structured and expressed. They are correct and precise, and they can't figure out what they can do. They are helped by teachers. From here, students get the knowledge of writing. That is to say, the content of reading teaching, the place that Chinese teachers should pay attention to in preparing lessons is that students can't understand it when they are preparing for the pre-study, and they can't figure out what they are doing. 4. The class study: Qian Menglong, 'The Dead Sea is not dead' The student's academic situation to determine the teaching content is the successful experience of our excellent Chinese teachers. Let's study a lesson, 'Meng Menglong teaches 'death' Don't die. Teaching this text, the students did not prepare in advance, the money teacher asked the students to guess, what text we want to go today, the prompt is that when you see the subject of the text, there is interest in reading and reading. The students guess To 'The Dead Sea is not dead.' Why? The homeopath explains the difference between the words 'Dead Sea' and 'Don't Die'. Then Qian teacher asked the classmates, have you read this text? The classmates said that they have not seen it.' Do you know the Dead Sea? 'The classmates said that they learned the geography class. So, the teacher gave the students a combing framework, and recalled the geography of the school by the geographical location, the original reason for the name, and the fun of the sea. Mr. Qian said about the Dead Sea. You know a lot, it seems that I can't teach. This text is an explanatory text, indicating that the students have been in contact with a lot before. If you already know something, the teacher still has to teach, is there still strength? The classmate said that There is no strength. So Qian teacher and the classmates discussed, on the explanatory text, 'There is nothing that can be taught.' Some students said that the method of explanation, here is a list of numerical methods, you can not teach. The classmate said that there are three deaths here, 'The Dead Sea is not dead', and the 'Dead Sea is really dead' at the end. There is this problem in the practice questions. We already know that this can also be taught. Qian said that there are Two difficult words, the students said that they do not need to teach, there are notes below. Mr. Qian said, then we change the angle, 'Which knowledge is required to be taught by the teacher? 'The students face each other, Qian teacher inspires, do you know what style this text is?' Explanatory text. Qian teacher further extended to explain the 'knowledge pieces' in the text. What do students know about knowledge essays? In the discussion, the students summed up the three characteristics of knowledge essays, namely, knowledge, science and fun. Mr. Qian said that about the knowledge, science and fun, our class has limited time and can only study one aspect. I decided to focus on learning 'fun' with my classmates. The fun discussion was almost the same. Qian teacher put forward a question he thought was 'highly difficult', that is, students may not think when reading the text, but the teacher felt that when preparing the lesson Very important question. The last paragraph of the text says that the Dead Sea may dry up after hundreds of years. What is the basis of the author's inference? That is to say, some doubts about the scientific nature of this text. Under the guidance of Mr. Qian, students The author analyzes the methods and data extraction process, and confirms that the author’s judgment may be overlooked. Finally, Mr. Qian arranged an assignment, based on the discussion just now, the writing exercise of “Let the Dead Sea continue to live.” About Qian’s lesson, we focus on two aspects: the first aspect, the core teaching content. The second aspect, the specific content of the teaching content. The core teaching links of this class are three: after reviewing the geographical knowledge, specifically to the study of the explanatory text, Qian teacher and the students discussed together, 'What is the explanation? It is the first link. The second link, from another angle, to see 'what knowledge is needed to teach', specifically to 'knowledge pieces', focus on the core of this class Content, “The fun of knowledge essays.” In the third session, after discussing and learning the fun of knowledge essays, Mr. Qian put forward a difficult question. The last paragraph of “The Dead Sea is not dead” said that the Dead Sea may dry up after hundreds of years. What is the basis of the author's inference? The above three links are very clear: what the students already know is that they can not teach, and the students think that they need it. It is the key point to be taught in this class; students may not find it, but the teacher believes that understanding this text is very important for cultivating reading habits and reading ability. It should be proposed to teach. There are many places worthy of our study. There are many places that we should ponder. I think the most important place is to choose appropriate teaching content according to the students' academic conditions, determine the focus of this class, and organize the teaching of this class. The teaching link is actually the development of the teaching content. The study of the “fun” of knowledge essays is quite sufficient in this lesson. The teachers and students from the “title”, “story”, “set questions”, “related words” 'And the organization of materials' and other aspects, 'interesting' has been a multi-angle, more in-depth discussion. At the beginning, the students from the text title 'Dead Sea is not dead', from the folklore listed in the text, talk about it The fun of the money. Mr. Qian said that these students are very good at speaking, but what they said is a more interesting and interesting performance, and some fun should be carefully understood. After the classmates talked, some students found out from the perspective of language expression: 'So, why is the buoyancy of the Dead Sea so big?' 'How did the Dead Sea form?' caused the readers to think. Also pay attention to echoes before and after, as said before, 'It's really 'dead sea is not dead', the article ends with saying 'At that time, the Dead Sea is really going to die.' The two 'dead' words echo each other, but the meaning is different. These will make the readers feel very interesting. With the encouragement of the teacher, some students further supplemented the language expression: the author used a number of words that expressed the turning point, and used words that expressed surprise and surprise. For example, in the first paragraph, 'But who I can think of... actually... even... even...', in the second paragraph, 'However, it’s amazing... actually... even......' Mr. Qian affirmed the results of student learning, please The students read the two short paragraphs separately. The first classmates omitted some of the words that were just found out. The second classmates read the omitted words to emphasize some of them and surprised them unexpectedly. Read out the tone and compare the effects of the two language expressions. Then, Qian teacher guided the students to notice that in addition to language expression, the organization of materials is also very relevant, which ones are written first and which ones are written later, which often affect the interest of reading. Combine the text and start learning and discussing. Under the guidance of teachers, students and students, students and teachers interact with each other, and finally form an understanding and understanding of knowledge and texts. Excellent class examples give us countless enlightenment. From the example of Qian’s teacher, we can also see that there is a close connection between the style and the academic situation. In the previous lecture, we said that to cultivate students' reading ability, they actually need to do the following two things: 1. Instruct students to take a proper purpose and properly view specific texts. 2. Instruct students to see the meaning and meaning conveyed in important places in the text. Students' lack of understanding and lack of sensibility is essentially a key point and key point in understanding the text of this style. Students' reading difficulties and understanding obstacles, they 'can't understand' and 'can't figure out' are often the meanings and meanings expressed in these important places and key places. For example, as a literary 'knowledge piece' (science literary art), its most important thing, in addition to disseminating knowledge, is the art of language expression, that is, money teacher in this class as a teaching focus, 'to be able to find out with heart and mind 'Fun'. In other words, the study of academic literacy—this text, where students can't read or read anywhere, can be largely achieved through stereo interpretation—the text of this style should be read according to the text. Where to read something. The student's academic situation is not unpredictable. The student's academic situation, in addition to the investigation and other means of understanding, the text analysis of how to read and read this style of article can be estimated in advance during the preparation of the lesson.


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