Teacher: Skip reading texts, sketching words, and proposing words that you don't understand.
Student: Concentrate on reading the text, sketching while reading. A minute later, people raised their hands one after another.
Student 1: What does "waiter" mean? division:......
Student 2: What does "rambling" mean? division:......
Student 3: "Goose Array" does not understand. division:......
Student 4: "Nagging" does not understand. division:......
Student 5: "Teacher, what kind of bird is 'Li Gu' in the second line of the first paragraph?" ”
Teacher: I didn't react, I was stunned for a second, and I saw the expectant eyes of the students. Suddenly burst into laughter. Embarrassingly, no students laughed along. Before the teacher could answer, another student raised his hand again.
Birth 6: "What does 'child work' mean in 'good work'?" At this time, some students laughed.
The original sentence goes like this: Listening to Li Guyi's sweet singing, I will violently throw what I have in my hand against the walls around me.
The reasons for the students' questions are as follows:
1. The knowledge is too narrow. I don't know that Li Guyi is a famous singer, probably based on this "valley" word, the same as "cuckoo" and inferred that "Li Gu" is a bird.
2. The foundation is too poor. Two of the questions that make people laugh are that the broken sentence is not right. It is no wonder that Li Guyi's song is modified with "sweet", and the bird's song can also be described as "sweet".
3. No brains when reading. Some students never read without using their brains, but just read aloud with everyone in the fun. In this way for a long time, we have formed what we call reading the "Book of Heaven", and we have no idea what we mean by what we are reading.
The new teaching concept believes that the foundation of the student is the starting point of our teaching. I agree with that. I took the accumulation of words as a breakthrough and began my session of language teaching. The accumulation of words has become the starting point for my class of students.
1. Twists and turns in word dictation. Dictation is a link in the accumulation of words. The first unit had three lessons of dictation and three dictations. 55 people, 22 passed the first lesson, 33 passed the second lesson, and 6 passed the third lesson. I suspect that in the third lesson, "Rain in the Four Seasons", there are more words, and the students are at a loss, so the pass rate is extremely low.
Is it really caused by a large number? Faced with the effect of only 6 students passing, I was thinking, is my teaching starting point wrong? What's the problem?
Suddenly recalled a detail during dictation:
This time, I was wrong again. It turned out that it was not that the students did not review the implementation, but that the students did not understand the meaning of the words, and the mechanical memory could not be memorized. As a result, I spent about 30 minutes reading the text and understanding the meaning of the words in context. Dictation again, only a few are not passed.
Really, the starting point is not right, and the efforts are in vain!
From the twists and turns of this dictation, I really knew that my class of students had not passed the step of word comprehension. So I adjusted the starting point of my teaching to: to understand the meaning of words. "Autumn Nostalgia" was the first lesson I took after I adjusted, so the joke in the opening teaching clip appeared.
From this point of view, the starting point of teaching is not something that our teachers can subjectively determine, and we must go deep into the reality of students in order to grasp the mastery of all aspects of prospective students.
2. Exploration in calligraphy practice. Poor overall writing is another characteristic of my class. So, I put forward a general requirement for the students: you can make it clear to others to see what you write. So, there is a problem again, what about those whose writing ability is already better? How do they improve?
So I changed my mind and made another request: every student should make progress on the basis of the original. In this way, the starting point of my writing teaching is the original writing ability of each student.
Here are some examples:
(1) Starting point: Write the strokes clearly.
This child's writing, still unqualified. However, the face of the writing on the left and right has changed a lot. The left one is written too small and the strokes are too light. This kind of student's requirement does not need to have a pen edge and interstitial structure, just write the font a little larger, and write the strokes clearly.
(2) Starting point: Write the words a little bigger.
This child and the child above have the same writing, both are small fonts, but the difference is that his strokes are clear. Then, the starting point of his writing is to write a larger and appropriate font. As a result, this child not only wrote the font larger, but also part of the words have shown the sharp edge and the structure of the frame, and at the beginning there is a little bit of calligraphy.
(3) Starting point: Write out the pen edge and interstitial structure
This child's calligraphy homework should be explained in three parts. The part above the left red line is his original foundation. According to our usual point of view, do we think that such writing is very good? Because it was very tidy. However, I think it is just neat and tidy, without the taste of calligraphy. For children like this who write basically, my request is: write out the taste of calligraphy as soon as possible. This is the starting point of this child's calligraphy.
The part below the left red line is the way you start practicing, and the part on the right is what you look like after practicing for a month.
Using these three calligraphy examples, I would like to express the view that the language discipline is a highly individualized discipline. This is true of writing, and even more so in later reading and writing.
Although, the curriculum standards are there, we want to make every child as far as possible to achieve the provisions of the teaching curriculum standards. However, each child's talent, learning foundation, learning conditions, family situation, learning habits, etc., are uneven, and we cannot require every child to be in place in one step. A one-time approach can only make a large number of children die.