Doroszi White, a scholar of children's literature in New Zealand, once said, "Picture books are the first books that children see in their lives and the most important books that people have read in their long reading career. How much happiness a child experiences from picture books will determine whether he likes reading all his life. The feelings of childhood will also affect his imagination when he grows up. " The Cat Who Lived a Million Times is a picture book about love and the meaning of life. Based on the learning situation, the teachers of this class release students' learning potential and realize the coexistence of learning and teaching through the careful design and clever guidance of information technology.
First, student-oriented and respect students' individual understanding.
The Chinese Curriculum Standard emphasizes that "students are the main body of learning" and "reading is a personalized behavior". Reading teaching should cherish students' unique feelings, experiences and understanding. Teachers should strengthen the guidance, guidance and guidance of students' reading, but they should not replace students' experience and thinking with modular interpretation. "In this class, I made statistics, and the teacher made four nudges when guiding students to say different feelings. For example, "there is no right or wrong in reading extracurricular books, only your own feelings." "Is it different for each group to see and feel things in the same content? "This kind of' guidance' has created a relaxed and free reading atmosphere, narrowed the distance between teachers and students, and enabled students to gradually overcome their fear of expression, be willing to express slowly, be good at expressing, and dare to express, so that the classroom is full of vitality and excitement.
Second, use information technology skillfully to make learning really happen.
Modern teaching calls for modern teaching methods. The teaching reform in the digital age is not simply to move the traditional classroom to the Internet, or to turn students' textbooks into tablet computers, but to move new technologies from the "teacher-side" to the "student-side" and help us build a new student-oriented classroom teaching model. In this class, the teacher presents the results of the group discussion one by one, and is not in a hurry to tell the students the "standard answer". Instead, we should immediately adjust the teaching strategy, first guide students to discover, compare similarities and differences, and create cognitive conflicts, and then organize a group discussion: "Is it an important stage in tabby's life to fall in love with white cats?" This adjustment is the teaching wisdom of teachers, so that students can lead their own learning process. Through the process of communicating with others, we can solidify our original correct ideas or correct the wrong ideas, and finally upload the discussion results to the "teacher's side" through the feedback device, so that students can gain more sense of accomplishment while learning really happens. The information-based classroom presents the cognitive differences among students, which makes teachers put down their full presuppositions. With the help of these cognitive differences, teachers inspire them to think deeply, and students "learn" more freely, independently and confidently, realizing the coexistence of learning and teaching and deepening the learning depth of the whole class.
Third, pay attention to independent inquiry and create effective group cooperative learning.
Psychologist Vygotsky believes: "When the learning experience given to students is located in the recent development zone, it can best encourage and promote students' learning, and the most effective way is to let classmates or adults who are more experienced or capable than him assist him or interact with him. "In this class, the teaching teacher organized three group cooperative studies. In the design, the teacher carefully considered the details of cooperation. In the group communication suggestion, he emphasized: "Let each student be assigned his own task". The purpose of this warm reminder is to let all team members participate in the exploration and communication of problems together, so as to avoid the phenomenon that students with backward grades and mischievous behaviors are excluded from the group, or that several capable children "occupy" the leading discussion process and content. Based on the design of this class, I can't help thinking about whether we can actively share and communicate with each other by using feedback devices and randomly selecting people, so as to promote each student's thinking and let more students participate in classroom activities.
The lesson "The Cat Who Lived a Million Times", a guide to picture book reading, teaches teachers to guide students to read words, observe pictures, stimulate imagination and appreciate the profound connotation contained in stories, which is worth learning and learning from. There are three points in the teaching design and process of this course that deserve further discussion: 1. Teaching goal is the starting point and destination of teaching. The teaching objectives of this class are not clear enough. Is it to teach students how to read picture books, or to stimulate students' interest in reading picture books, or to read them skillfully and deeply? 2. Can you give full play to the role of responders, let students choose what they feel most or appreciate most to communicate, read the text from different angles, develop their thinking ability and improve their reading literacy. 3. Good questions can activate students' thinking. "Knowing love is very important, so let's learn to love our relatives, friends, nature and reading …" Is it necessary to ask such a clear question?