Twenty-four solar terms ying kindergarten

Page 9 1 of China Culture (Hunan Edition) published by Zhonghua Book Company has the content of "Cultural Common Sense: Twenty-four Solar Terms". In the comprehensive study "Looking for the Traces of Spring" on page 80 of the eighth grade compulsory education Chinese textbook published by People's Education Press, the first activity "compiling natural history series" also mentioned 24 solar terms. Solar terms are the precious scientific heritage summarized by the ancestors of the Chinese nation through thousands of years' research on the relationship between climate, phenology and agricultural production with keen insight, and are listed in the United Nations Intangible Cultural Heritage List. Known as "the fifth invention of China", it is an important carrier of Chinese cultural identity. The importance and necessity of its inheritance is self-evident. However, the "Twenty-four solar terms" have very rich cultural connotations and formed a huge connection. It is not easy to turn it into a suitable teaching resource and present its essence in a way that students like to see and hear. Facing the seventh grade children, I think the most important thing is not to teach them much knowledge about the "twenty-four solar terms", but to stimulate their interest and desire to explore the "twenty-four solar terms", sow a seed in the children's hearts and let it blossom and bear fruit on its own.

? Based on this understanding, I try to present the cultural connotation of "Twenty-four solar terms" by combining points, lines and surfaces in teaching design, connecting Chinese with life inside and outside the classroom, guiding students to collect before class, share in class and explore after class, and guiding students to understand and inherit solar terms culture in language activities such as guessing solar terms, reading poems and telling folk customs, so as to moisten things silently.

? Looking back at the classroom, I think the course "Approaching the Twenty-four Solar Terms" has the following characteristics.

? First,? Where to go, accurate positioning; What to teach, choose appropriately.

? According to the age characteristics of seventh-grade students, if we only introduce the "twenty-four solar terms" as cultural common sense, it will certainly have no shock and attraction, and it will not have a far-reaching impact. Where should I take the students in this class? Obviously, I can't teach them all about the "24 solar terms", even if it's just the contents in the textbook of Zhonghua Book Company; I can't impose my feelings and understanding of "solar terms" on my children. I can only try to guide them to perceive, taste, experience and think. Therefore, I position this class as: to get a preliminary understanding of the 24 solar terms and stimulate students' interest in exploring the solar terms culture. "Interest" is the key word and the seed I want to sow. With the interest of exploring solar terms culture, children can go where I want them to go by themselves, and all roads lead to the same goal.

The goal is set, so, what to teach? There are so many choices. Around the goal, according to the learning situation, I consulted a lot of materials, and finally decided to choose and sort out the materials by combining point with surface. Take the "formula of solar terms" mentioned in solar term song and textbooks as the "face", and the poems and folk customs in solar terms as the "face"; Take the "stunned" solar terms and the folk custom of "99 cold relief map" as the starting point to guide students to understand the solar terms. These contents are close to students' existing life experience and easy to be accepted. It is not easy to choose teaching content scientifically.

Second,? How to get there, the path is clear; How to teach, flexible methods.

The process of this lesson is simple and clear, and there are five links: revisiting the solar terms and songs; Reading poems and perceiving solar terms; Share folk customs and taste solar terms; Get close to nature and experience solar terms; Relying on the curriculum, exploring inheritance. According to students' cognitive rules, it is interlocking and step by step.

In the seventh grade, the school established 26 clubs. Students in each class are divided into chorus, dance, painting, calligraphy and other groups according to the community. According to the students' interests, this class designed an activity of "showing solar terms in your favorite way" in the first link. In addition, there are activities such as guessing solar terms, reading poems, talking about folk customs and imitating writing. In the course of class, teachers also consciously set suspense, change intonation, attract students and stimulate interest in flexible and diverse ways.

? Third,? Teaching and helping students, with a clear attitude; Learning stimulates interest and generates dynamically.

? We often use "learning to teach" to evaluate the quality of a class. I want to go back to the main goal of this class: "to stimulate students' interest in exploring solar terms culture" to see how this class is going. In my opinion, students' eyes and expressions are the most convincing. Judging from their clear, bright and curious eyes and dedicated and cheerful expressions, I think this class has achieved the expected goal, and the process is interesting and full of vitality. The results are effective and far-reaching

In the whole class, teachers guide students to discover in reading, experience and feel in activities, and play a leading role appropriately. "Teaching" is to help students "learn" better, with a clear attitude. For example, after briefly introducing the origin of the "24 solar terms", the teacher skillfully uses the formulas in the textbook to make students read it again and again. Then he asked, "Today is June 2 1, which is a solar term. What can it be? " The students immediately found that this was the "summer solstice" and felt that the solar terms were actually very close to us, just in our lives. "What else did you find from this formula?" The teacher asked. Although the students haven't fully discovered the naming rules of solar terms such as "Li Si", "Bitz" and "Two Fingers", the teacher is not in a hurry to instill these knowledge into the students, but when it comes to the folk custom of "vernal equinox and autumnal equinox", it is naturally mentioned, which is vivid and easy for students to accept.

? In the course of class, students are always active and enthusiastic. They learned about the "twenty-four solar terms" in one activity after another and felt the wisdom and feelings of Chinese ancestors. Their thinking is active and the classroom is dynamically generated. For example, the understanding of the folk custom of "Cold Map in 1999" shows that when students clap their hands to read "Songs in 1999", they not only have personalized movements and happy smiles, but more importantly, they are active in thinking. They can seek common ground while reserving differences, find laws, experience the ancients' longing for spring, and feel the wisdom and feelings of the ancients. For another example, in the last link, the group discussed the exploration and inheritance of the "24 solar terms", and the children expressed their opinions. I went to various groups to understand their discussions: some suggested that they wanted to explore the food culture of solar terms most, and made a series of programs called "Twenty-four Qi on the Tip of the Tongue", which was shown once a week in the class; Some put forward to collect and sort out a collection of 24 solar terms proverbs; Some people want to do aerobic exercise outdoors every Boxing Day. Some say that "Twenty-four Qi" entertainment activities will be held, so that everyone can participate in and publicize the solar terms culture in their own way. Some people say that we should find a fixed point like a reed beach and go to nature to observe, take pictures and record ... flowers exploded in the classroom and beautiful flowers bloomed in the children's minds.

? After class, some students surrounded me and asked, "Teacher, can you really stand the eggs at the vernal equinox?" "Teacher, this paper-cut is really beautiful. I'm going to learn paper-cutting and cut a whole set of paper-cutting works of "Twenty-four Solar Terms", which will be as valuable as Huang Yongyu's monkey ticket. " ..... I think I have sown the seeds of "exploring solar terms culture".

Of course, every class is a "brokeback Venus", and this class is no exception. Students are not fully prepared before class, and the information collected is not enough. As the final exam approaches, teachers and parents pay insufficient attention to this comprehensive study. This lesson only leads the children to understand the "twenty-four solar terms" initially. It is a long way to go to understand its humanity and artistry, as well as China people's world outlook, outlook on life and values, and to rise to the height of national identity. In addition, if the "24 solar terms" research study or comprehensive practice course is offered, it will certainly be welcomed by children, but it is not easy to go out of the classroom and cross-discipline.