The first time I saw a famous teacher, I realized that he was a good teacher.

I, follow the learning situation, to ask cut into:

Helen Keller's "Reinventing the Life of Man" is the Ministry of compilation of the first book of the seventh grade, the third unit of a self-reading text, the book after the "reading hints" have this to say: "Read the article, pay attention to the title, especially those that reveal the main ideas This article is entitled The Man Who Remodeled His Life. This article is entitled "Reinventing Life", why "reinvent" it? Who is going to "reshape" life? How? With these questions to read the text, you will notice that some of the statements with the title should be ......"

This paragraph is not only a "reading tips" for students, but also the classroom teaching of the The text is not only a "reading tip" for students, but also a classroom teaching "tips" and "teaching and reading tips". Organize students around the "reveal the subject of the main theme" question is not lost in the classroom a good way to cut into the problem can be immediately handed over to the students, the understanding of the difficulties need to explore the issue is the most appropriate teaching content.

Teaching lens:

Famous teacher practice:

Mr. Qian Menglong advocated the "guided reading method" in the "reading" that is to allow students to have a real reading practice, so that students in the real reading practice in the middle of learning to read. The "reading" in the "guided reading method" is to let students have real reading practice, so that they can learn to read in real reading practice. Self-reading before class is a very important part of the practice of "reading", which is the basis for classroom teaching and discussion. Mr. Qian Menglong designed the "five frames of self-reading" in order to ensure the science and efficiency of students' self-reading, one of which is the "directional question and answer", which requires students to ask and answer questions about the text from three aspects. Students are asked to ask and answer questions about the text in three areas: What is the article about? How is it written? Why is it written in this way? Three sequential questions, is a three-step step, students "pick up the steps", the three questions in turn to make a satisfactory answer to the article from the content to the form of the article has generally gained a more comprehensive understanding. With the orientation, students have a quality assurance of the problem, and then synthesize the situation, carefully screened, and finally selected must be taught to read the discussion of the most important.

Comparison of my classroom entry, although not the students before class self-study question repertoire, but because of the subject is related to the main idea, around the subject of the question that is to seize the content of the article focus, and then make up for the writing of the question, but also to cover the whole article. This reminds me to pay attention to the subject of teaching in the future, and pay more attention to guiding students to read before class.

Second, highlighting the main, in-depth text:

Mr. Qian Menglong said that language teaching is essentially language (speech) education, my class is most concerned about the problem is: how the students enter the text through what way, interpretation of the text? Is it through skimming reading, half-understanding guessing, or through understanding, chewing and savoring the words and sentences in the text? This is the transformation of curriculum awareness to classroom teaching.

For the specific teaching process of the "teacher-led" role of the level of specific operations, Mr. Qian Menglong also said that the problem is raised by the students, the problem is also mainly rely on the students themselves. My role in the entire teaching process is to: organize the discussion process, create a relaxed environment, randomly carry out the necessary instructions.

Qian Lao's words to the clear, and strive to understand the use of Qian Lao's philosophy of education and teaching, leading students from the "taste of language and text" "reading practice" into the text, interpretation of the text, in-depth discussion of the text of the study.

Teaching lens two:

Famous teaching two:

Mr. Qian Menglong said: "like this to guide the students from the language to start in-depth text, chewing and tasting, the language class is absolutely impossible to become a story class, music class, history class. Language learning is a necessary grip of language class and must be grasped tightly." Analyze my classroom, in discussing the topic of Helen's "state of life before remodeling", I was able to guide students to pay attention to the key words "anger", "distress", "exhausted", "anger", "distress", "distress", "distress", "distress", "exhaustion", "exhaustion", "exhaustion", "exhaustion" and "exhaustion". "exhausted", and remind how to recite emotionally; then through layers of questions, direct attention to the description and action that do not directly express but imply emotion, also through the recitation; and finally from the guide to pay attention to the writing style, through the "text comparison" Finally, from leading to pay attention to the writing style, through the method of "text comparison", "experience contrast" and "feeling corroboration", we will try to understand the different expression effects of "generalized feeling" and "imagined situation", and feel the different feelings of the sea. The effect of expression, feel Helen's state of life, feel her confused, helpless, painful and desperate state of mind. The whole process of guiding closely to the text, highlighting a specific expressive words, so that students in the detailed chewing taste in the understanding of the text, in-depth text, and the author of the spiritual dialogue.

But carefully compared to Mr. Xiao Peidong's classroom, I see the gap.

Applying the "similar information combination" method of text interpretation often used by Mr. Wang Jun, Mr. Xiao's guiding language "similar combination", there will be a different discovery. "Which words do you think you should pay attention to the tone of voice", "I can't help but, also, only, you're getting better and better at skip-reading", "You're emphasizing a word here, do you hear it?", "There's a word "also" in this passage, can you find it?" "What does "also" mean? "," This "also" word, you have to read out the family's happy and harmonious feeling "," Once again, everyone together to the "also" word of warmth. After the same kind of combination, we found that Mr. Xiao, when guiding students to discuss the content of "how people's feelings towards the goat change", almost without a trace, he Lead students to focus on that one word, that one imaginary word. The guide is very skillful, very skillful. How did Mr. Xiao do it? Leaving aside the educational thinking teaching philosophy cultural heritage and other profound not to say, and then further "similar combinations", you can find this interesting expression: "you think" "you jump reading skills" "You emphasize a word here." It can be said that the word "you" contains all the subtleties. "You" in highlighting the student's subject position, embedded in close to the learning situation, while more reflecting the teacher to guide the transformation of the craftsmanship. Mr. Xiao is too good at listening! Students even unintentional half of the tendency to reasonable expression, Mr. Xiao will catch in time, vigorously affirmed, highlighted to strengthen, clever transformation, so that the classroom along the established vein of development, but also like the students to understand the comprehension of the water to the drain. In addition, the repeated mention of the word "also" is intended to allow students to fully savor the emotional connotations contained in repeated readings. Mr. Xiao said that reading is the most important teaching content and the most basic teaching method. "To cultivate the mind in recitation, to learn to think in recitation. Read to promote thinking, read to help understand."

Third, activate the individual, experience integration

Mr. Xiao Peidong said, "Rong, is the best teaching enlightenment." And I would say that integration is also the highest state of language teaching. Mr. Qian Menglong, when discussing the issue of "the instrumentality and humanity of the language curriculum", has repeatedly made it clear that the language curriculum is embodied in the process of students mastering the language as a special tool, through the perception and understanding of the language of the text, and through the reading, writing, listening, speaking and other specific language practice, without any trace. The most important characteristic of humanistic education in language courses is inculcation and infection, and subtle influence. "I imagine that a language class that more perfectly demonstrates the 'unity of the two sexes (let's agree with this formulation) should be a natural integration of language learning and humanistic education without any trace." Following everyone's teaching philosophy, the teaching was explored as follows -

Teaching Lens Three:

Famous Teaching Three

Mr. Qian Menglong's Teaching Example of Talking about Backbone.

A gentleman on the Internet posted a post criticizing Wu Han's Talking about Bone: Old Mr. Wu wrote like a naive schoolboy, "Chinese people have a bone." May I ask: do so many Chinese people have a backbone? And to say that this is the "tradition of the Chinese nation" is something that a more sensible person would scoff at.

For this gentleman's point of view, Qian did not ask the students to comment on the matter in the teaching, but introduced to the students Lu Xun's two paragraphs:

I have always been unafraid of the worst malice to speculate on the Chinese

Reading, is to perceive, is to touch, is the intention, is to understand, is the accumulation of the subtle, inculcation and infection.

For the role of "teacher-led" and the ultimate goal, Qian said, the teacher's leading role is only for the development of students and the existence of ...... ultimate goal is to teach students to "learn to read! The ultimate goal is to teach students to "learn to read", i.e., "students can read the articles by themselves, acquire knowledge, accumulate corpus, acquire a sense of language, develop language and thinking skills, and at the same time be infected by the thoughts and feelings contained in the articles", so as to achieve the goal of "teaching is for the sake of not needing to teach", as Mr. Ye Shengtao put it. The first is that the first time I saw this, I was able to see it in my own words.

Regarding the basic direction of "teacher-led", i.e., the unity of instrumentality and humanity, Mr. Qian especially emphasized that the humanity of the language curriculum is presented in the process of mastering the language tools by students through the specific language practices such as reading, writing, listening and speaking. The most important feature of humanistic education in the language course is that it is not a matter of practice, but a matter of practice. The most important characteristic of humanistic education in language courses is that it is "silent". The real "unity of the sexes" in the language class, must guide students in the "reading" practice to experience the text of the language of thought and feeling, through the language of taste and the author of the spiritual dialogue.