First of all, President Li summarized the completion of the studio project, sorted out the completion, and identified the relevant nodes.
Then, go straight to the topic and carry out activities with the theme of classroom teaching feedback in narrative teaching. First of all, Li Huijuan, the speaker of this activity, made a summary report on the theme of classroom teaching feedback in narrative teaching. The report is divided into two parts: "Stylistic knowledge and language use" and "Association".
First, the use of stylistic knowledge and language
The lack of stylistic awareness has brought some problems to Chinese teaching, and different styles have different teaching methods. However, stylistic awareness is not simply having certain stylistic knowledge, in the final analysis, it is the use of language and words.
What is stylistic awareness? To put it simply, we should have the ability to consciously understand and feel different styles, consciously choose the appropriate reading methods and postures according to different styles, and consciously choose the appropriate discourse style and structure to write according to the needs of expression. Style is a kind of knowledge, and style consciousness is an experience, an accumulation and an ability accomplishment.
You can't teach style for style's sake. Stylistic awareness has positive significance in language and writing. Knowledge and experience should be transformed into positive factors in teaching behavior, into teaching resources, and penetrate into teaching objectives and contents to better serve students' learning. So that students can read and write purposefully.
Second, connection
(1) associated unit.
Pay attention to the connection between unit teaching and text. Some time ago, Mr. Li Huijuan and Mr. Sondia made two narratives in the studio, My Uncle Lu Xun and A Night's Work respectively. Let's take these two narratives as examples to talk about it. "A Night's Work" is the last article of this unit, and the teaching should pay attention to applying the reading methods learned in this unit to this lesson. In addition, the language elements of this unit, such as summarizing the main contents of the text and how to express true feelings, are not prominent enough. On the basis of studying the last article, students should also use it in this class. The unit where my uncle Mr. Lu Xun works knows Lu Xun. The articles include Juvenile evasions (Lu Xun and evasions), My Uncle Lu Xun (written by my niece), One Side (written by a young artist) and Some People (a poem by Cang Kejia commemorating the 13th anniversary of Lu Xun's death). The China garden "Strange Tales of China People" tells a story of "unicorn" versus "flounder" when Lu Xun 12 was old. These four texts and a short story form a progressive relationship in the unit, so we should pay attention to the relationship between learning and use in the unit teaching.
? However, we should also pay attention to the systematicness of unit integration and break through the teaching difficulties of a specific class. It's very important to connect the preceding with the following, but the difficulties of this class need to be broken through urgently. Then it is necessary to clarify the status and tasks of these two courses. Two reading articles, My Uncle Lu Xun and A Night's Work, are intensive reading and skimming. The basic principles to be grasped in specific teaching should be to read the text intensively to learn the language, and skim the text to use the language; One is in Unit 2, and the other is in Unit 4. This information tells us that the teaching goal is different from the setting of important and difficult points.
(2) Related life
? 1. Collect data to narrow the distance between the text and the students. These two texts, My Uncle Mr. Lu Xun and A Night's Work, are based on the age characteristics of current students. Students don't know much about the life and work of Mr. Lu Xun and Premier Zhou, and their perceptual knowledge is very simple. Without a deep emotional foundation for the characters in the article, it is difficult to produce the same * * * sound as the author emotionally, and the experience is not profound when learning. Before teaching, teachers should pay attention to the order of teaching materials and consider the texts about Premier Zhou that students have learned in the whole primary school stage, such as "Unforgettable Water-splashing Festival"; In addition, let students collect information before class, so that students can be emotionally prepared.
? 2. Set up life-related exercises. Although the article is only an example, it is an excellent example. In class, we guide children to discover the charm of excellent language and the mystery of article structure. If you just stay at the level of learning a language, the language is beyond children's grasp. Only by using it and being close to the real life of children can we really master it. If these two narratives are about people, then the method of describing people can be applied to the composition of describing classmates and family members.
After the lecture, the studio members gave feedback and reports on some puzzles in narrative teaching.
Teacher Lin Wang said: When the children in the class write a narrative, there will be a situation that the six elements are complete and can be as tasteless as boiled water. Don't know how to solve it?
? Teacher Sondia also said: This is because children have no feelings in it, or have feelings, but they can't learn to write, so their feelings can't be expressed.
Teacher Juan Jony J believes that this is a problem of reading accumulation, and the accumulation can be thin.
? Chairman Li pointed out that this is a comprehensive issue. From this we can see whether our teaching helps students discover the secrets of narrative language and structure. Then take the second volume of the sixth grade text "Speech at the Primary School Graduation Ceremony" as an example to talk about how to do it. In this article, we should guide children to pay attention to how the author wrote this touching article: paying attention to the richness of time, which happened in senior one, senior three and senior six respectively; There are all kinds of things to choose from, such as family members who didn't come to pick them up on the first day of school, sports meetings, parent-teacher conferences; Concise language, such as the first thing, * * * used seven sentences, what were written in these seven sentences, the background and reason of the story, the language, actions and inner feelings when the incident happened.
Then, Mr. Huang raised another doubt, that is, in a unit, each text has different seed points. Under such a unit thinking, how can I integrate with stylistic awareness?
President Li said: this is a unit structure different from ordinary units, and it can be considered as a parallel relationship for the time being. For this situation, there are different solutions: first, around this point of this lesson, carry out targeted expansion and obtain methods; Second, you can also practice by association.
? Chapter 19 of The Doctrine of the Mean says: "Be knowledgeable, interrogate, think carefully, distinguish clearly and stick to it." It is a pleasure for studio members to learn to think!