Chinese teaching case analysis paper
Chinese teaching case analysis paper
In study, work and life, everyone often sees papers. Papers are a tool for describing academic research results and conducting academic exchanges. I believe that many friends are very distressed about writing papers. Below is a Chinese teaching case analysis paper that I compiled for everyone for your reference. I hope it can help friends in need.
Abstract:
This article will use the analytical method to analyze the four aspects of classroom introduction, teaching process, achievement of teaching content and thinking about teaching. Conduct a discussion on Teacher Zheng Guihua's "Humble Room Inscriptions" lesson example, and learn from Teacher Zheng Guihua's rich teaching experience and superb teaching ability together with everyone.
Keywords:
Analysis method: Zheng Guihua; Chinese teaching; teaching cases; analysis
Teacher xxx is a Ph.D. in Chinese education majoring in curriculum and teaching theory. I was fortunate enough to listen to "Inscriptions on a Humble Room" taught by Teacher Zheng live, which shocked me greatly and gave me real gains and gains in Chinese. I was so moved that I wrote the following article. I will carry out analysis and discussion from the following four aspects: about the introduction of this lesson; about the classroom teaching process; about the achievement of teaching content; about thinking about teaching. I firmly believe that studying Teacher Zheng’s class will change the way we teach and understand the benefits that the new curriculum brings to us.
1. About the introduction of this class
Professor Wang Rongsheng once commented on Teacher Zheng Guihua: Zheng Guihua’s class has a smooth and homely flavor, real and real, making people feel the beauty of the class. . ① I deeply feel the same way. While talking about everyday things, Teacher Zheng is "buying people's hearts", getting closer to the students, and creating a relaxed and active classroom atmosphere. We can first appreciate her unique introduction:
(During the break, the teacher walked into the classroom. The class had not started yet, and the students were talking in twos and threes.)
Teacher: (asked the students sitting in the front row) How many students are there in your class?
Student: 62. Teacher: Who is the representative of the Chinese language department in your class?
Student: (the subject representative raised his hand) Teacher, it’s me.
Teacher: What is your name?
(The classroom has quieted down at this time, and the students are all sitting in their seats)
Student: My name is Li Yuehan.
Teacher: What a good name. But do you know why your parents gave you this name?
Sheng: I don’t know.
Teacher: I guess. "Li" is your family's surname, "Yue" is the moon, and "Han" means lotus, which means lotus. Your parents named you to mean that you are as white as the moon and as beautiful as the lotus. The teacher is right.
Sheng: It seems to have such a meaning. What's your name, teacher?
Teacher: My surname is Zheng and my name is Guihua. Can you tell me the meaning of the name?
Student: My guess is this: "Zheng" should be the surname, and "Gui" means "Gui" in "Guilin's landscape is the best in the world". I guess the teacher is from Guilin, and the teacher is like Guilin's landscape. Pretty. "Hua" is the "Hua" of China, which means to love your motherland.
Teacher: If you look at me, you will know that I am not beautiful, and I am not from Guilin, I am from Shaanxi.
Student: I think "gui" is the "gui" of osmanthus, which means the fragrance of osmanthus, and "hua" is the "hua" of spring and autumn, which means that your parents want you to be a down-to-earth person. .
Teacher: This classmate is so knowledgeable. He used the idiom 春华秋素, so why don’t you use it as a flashy one?
Sheng: Flashy is a derogatory term.
Teacher: Flashy is a derogatory term, so you can’t use it. It’s so smart. (The students all laughed). "Zheng" Zheng He's Zheng is my family's surname, but it has nothing to do with Zheng He. Although I really want to be related to him, they are not from the same place.
"Osmanthus" actually means "osmanthus". One is the ancient flower, Hua, and "Hua" and "Hua" are the same. Secondly, I was born in autumn, and the sweet-scented osmanthus also blooms in autumn. "Hua" may be related to the "Spring and Autumn Reality" mentioned by my classmates just now, because our parents hope that we will be a down-to-earth person who is full of Spring and Autumn, and not be a flashy person. It can be seen that our parents are very particular about naming us. Are other students still willing to share the knowledge of their names? (Several students stood up one after another to share the meaning of their names, and the atmosphere in the class was very lively. At this time, the class bell came to mind)
It seems like a leisurely stroll in the garden, but it is actually " "Spring Blossoms and Autumn Fruits", the introduction of this lesson is not a shocking video picture, nor is it a prose poem with beautiful sentences, nor is it a preset teaching situation for "preaching, teaching, and solving doubts", it is a simple conversation, real life ordinary communication and communication. It is this kind of communication that eliminates the sense of strangeness and fear between teachers and students, and clears psychological barriers to communication in the classroom. For this reason, Teacher Zheng’s good intentions were responded to by the students. Almost all students raised their hands to speak and share their thoughts throughout the class. Perhaps, this is the reason why Teacher Zheng Guihua borrows the class to teach: he is not afraid that students have poor Chinese language foundation, are not active in learning, and do not speak much in class. However, how did Teacher Zheng solve the problem when faced with a group of students who were willing and able to speak? Next, we analyze the teaching process and the achievement of teaching content.
2. About the classroom teaching process
Although the above "opening remarks" have not entered the teaching situation, the students' thinking has been focused on the teacher, and the next step is for the students to follow the teacher's guidance Next learning process. Let's take a look at the teaching process of this class first:
Professor Wang Rongsheng said that "process" is the process of classroom teaching from the starting point to the end, that is, the coherent process of classroom teaching. ② Teacher Zheng’s lesson conforms to the teaching concept of “process”, which means “guiding the end point of the lesson according to the students’ academic situation”, that is, “students follow the teacher”. At the beginning of teaching, the teacher planted a "bomb" by asking, "Students, do you know the text to be taught today?" "Yes." "Have you previewed it?" "Previewed it!" "How far have you previewed it?" "I can recite it! I can translate it!" I think all the teachers listening to the class are sweating for Teacher Zheng. According to Teacher Zheng's own words, he is in big trouble. I’ve previewed classical Chinese to the point where I can memorize it and translate it, so what else is there to learn in this class? This is precisely the wisdom of Teacher Zheng - paying attention to academic situation, following the trend, and derived the problem of "Ziyun House". The next lesson is smooth sailing, starting with "Ziyunzhai" leading to rhyme, rhyming leading to reading, reading aloud leading to the intention of writing, all linked together, layer by layer, the students' thinking has been completely controlled by Teacher Zheng, and they are deeply I was impressed by Teacher Zheng’s profound knowledge.
This kind of teaching does not feel sloppy at all. It is more like a natural flow that follows the students' learning situation, without prevarication or rigidity.
3. Regarding the achievement of teaching content
Teacher Zheng is good at finding breakthroughs in teaching. When he learned that the students had already learned enough in advance, the teacher immediately changed the focus of teaching. It didn't make much sense to talk about what the students had already mastered. So how do you know what knowledge students have mastered and what they have not? At this time, Teacher Zheng came to check the students' preview performance. In this way, the problem of "Ziyunzhai" was detected, a breakthrough was found for this class, and the embarrassing situation of the teacher repeating the knowledge that the students had learned was resolved. The teacher resolved the challenge and took advantage of the situation to start a wonderful class.
The class is high and deep. Let’s take a closer look at the issue of “Ziyunzhai”. Other teachers generally don’t make a big detour when teaching. They either tell students directly that it’s for the sake of rhyming, or they don’t touch on this issue. , anyway, the text doesn’t have this knowledge point. Teacher Zheng does not do this. Instead, he prompts and guides students to read aloud, encouraging students to discover problems on their own and dig out knowledge that is beneficial to teaching. I have to say that the teacher's preparation of lessons is serious.
We can look at a teacher’s slide: "Xin" belongs to the "Qingbu", "Xiaping" 9 "Guangyun"
"Qin" belongs to the "Invasion", "Xiaping" 12 "Guangyun" Rhyme"
According to the requirements in "Guangyun": words that are not in the same part cannot rhyme.
After introducing "rhyme", Teacher Zheng seemed to be unfinished and asked, "If "xin" rhymes, then the word "qin" should rhyme. What's going on?" problem. Now it seems that this is completely the overall situation that Teacher Zheng has laid out for this class. You will understand it from the courseware prepared by the teacher. The students challenge the teacher, and the teacher gives the students a big problem, so that the teacher can control the class and the students will continue to learn at the teacher's pace.
The German educator Friedrieh Adolfwihelm Disterwegl (790-1866) elaborated on his profound insights into the art of teaching: "The art of teaching does not lie in the ability to teach, but in motivating, awakening, and inspiring." . And how can you inspire without excitement, how can you wake up a sleeping person, and how can you inspire people without a vibrant spirit? Only anger can produce life, and death can only come from death. Get used to vigorous vitality as much as possible." ③This art of "motivating, awakening, and inspiring" can undoubtedly be well verified in the achievement of the teaching content of this classroom.
4. Thoughts on teaching
1. "What to teach" in Chinese
Teacher Qian Menglong believes that "what to teach" in Chinese is the first step in teaching Chinese. One is to teach students to grasp the soul of the article. Teaching students to grasp the soul of the article also teaches students how to read the article. One of them is to teach students to read the text aloud and cultivate students' sense of language. This "Inscription on a Humble Room" is a short classical Chinese text, and it is also a rhyme, so it is definitely very important to read it aloud. When Teacher Zheng instructs students how to read aloud, he does not start with reading, but with rhyming. In this way, students will understand how to rhyme and how to rhyme, and they will have a more personal feel when reading, and it will be easier to understand the content of the article.
The "teaching" of Chinese language should pay attention to learning. When the teacher faces a group of students who have a solid foundation, are eloquent, and highly self-conscious, and emphasizes knowledge that the students have already mastered, such as classical Chinese vocabulary and translation, the classroom effect will definitely be lively. It's just that such a class will be boring, it will be performance-oriented, and it will lose its authenticity. Students will not get any benefits or growth in the class. Perhaps, teachers may not be able to control such a classroom. Real classrooms and real teaching need to pay attention to students' academic conditions, so that students can learn something and make progress.
Chinese language "teaches for the sake of not teaching", and we must break through the limitations of "teaching texts and teaching knowledge". In actual teaching, teachers must discover the unique "language value" of each text. In this lesson, what needs to be discussed is the author's intention in writing about the shabby room. Due to time issues, Teacher Zheng did not discuss this issue in depth, but it planted "questions" in the students' minds. Starting from the explanation of "Ming", the teacher has been guiding students to discuss the "humble room", especially using Liu Yuxi's "Autumn" "Ci" to prove it, and the students also understood the value of the ancients' self-encouragement and self-affirmation when they were frustrated.
2. “What to memorize” when preparing lessons
The teacher’s classroom presentation is directly related to students’ learning behavior. At present, the display of Chinese information is rampant, and it only stays at the superficial level of information. There are two extremes in Chinese classes: students understand what the teacher tells, and students don’t understand what the teacher tells. In both types of classes, students are unwilling to listen and are not interested. Teacher Zheng’s class does not fall into these two extremes, because the teacher understands the needs of the students, truly designs teaching based on the students, based on the students’ actual situation, and pays attention to the students’ growth. Then, teachers’ lesson preparation should focus on students’ academic situation, prepare students, prepare teaching materials, and preset students’ needs. Only in this way will students have something to do and learn something in class.
3. Preset and generation of classroom teaching
Sufficient preset is the guarantee for the success of classroom teaching.
Only if it is carefully preset before class can it be dynamically generated in class. However, classroom teaching is ever-changing, and no matter how good the preset is, it is impossible to predict all situations that may occur in the classroom. Unexpected situations occur in the classroom. Teachers can and should adjust the default settings to make room for generation, control the classroom tactfully, and make the classroom uniquely exciting. While feeling the active atmosphere of classroom teaching, you should also pay more attention to whether students have a language experience corresponding to the teaching content. Pay attention to the effective achievement of Chinese course objectives. Therefore, pre-class teachers should pre-design teaching objectives, teaching content, teaching processes, and teaching methods, and make appropriate adjustments to the objectives, content, processes, and methods according to changes in learning conditions during actual teaching. In classroom teaching, teachers need to use teaching tact and reasonable control to discover valuable issues and provide precise guidance or explanations to make the classroom shine, enable students to have epiphanies, and enable students to realize self-construction in terms of knowledge, abilities, or methods.
References:
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Notes:
① Wang Rongsheng. Listening to Professor Wang Rongsheng's class evaluation [M]. Shanghai: East China Normal University Press, 2007 : 84.
② Wang Rongsheng. Listening to Professor Wang Rongsheng’s class evaluation [M]. Shanghai: East China Normal University Press, 2007: 84.
③ Xie Limin, Zheng Baiwei. Basic theory of modern teaching [M]. Shanghai: Shanghai Education Press, 2003: 331-332, 344. ;