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Effective treatment of students' difficult problems in pre-learning

[Date: 2010-12-05] [Font: large medium small ]

[ Case background ]

In a text, a large number of questions will be generated after the students have previewed them. Whether these questions need to be solved, which problems need to be solved, when, and how to solve them are problems that the author has been confused. Recently, some attempts have been made on how to effectively deal with students' difficult problems in pre-learning. This article takes "Drunk Man Pavilion" as an example to talk about the treatment and thinking of students' difficult problems.

[ Case description ]

About three days before the lesson, students are required to make use of late self-study or early reading lesson preview, translate the text sentence by sentence with the help of reference books and notes, and complete the pre-reading part of the "Middle School Chinese Textbook Matching Exercise". The team leader leads the team members to discuss the preview problems, and the problems that cannot be solved are collected and sorted into the group problem feedback book.

About two days before the lesson, the group leader handed in the feedback book, and the teacher analyzed the group problems, reasonably screened, sorted the combinations, and classified them according to the teaching requirements. The article "Drunk Man Pavilion" will sort, sort, and sort the questions collected into three categories:

The first category: semantic understanding

1. "Drunken man does not mean wine, but also between mountains and rivers" How to explain this sentence?

2. What does "Zhe" mean in "the water falls and the stone comes out, the mountain is at four o'clock"? How do you translate this sentence?

3. How to explain "fishing" in "Linxi while fishing"?

4. The usage of "er" in "fishing near the river, but deep in the river"?

5. How do you say "sit and talk"?

6. How do you explain the words "而" and "乐" in "Visitors Go to Birds and Birds"?

7. What do you mean by "the", "two" and three "le" in "people know to play and enjoy from the eunuch?"

8. How to explain the phrase "drunk can enjoy the same fun, wake up to the author".

The second category: emotional theme

9. Where is "Drunk Man's Meaning" in "Drunken Man's Meaning"?

10. The second paragraph of the article can be divided into several layers. What does each layer mean?

11. The text said that "the scenery at four o'clock is different, and the music is infinite." Year after year, the scenery at four o'clock is different, which can be boring.

12. What is the author "music"?

13. What kind of feelings does the author express?

14. Why does Taishou "play with the people", how did he drop his identity?

The third category: writing inquiry

15. Why does the text "Puppets play" have anything to do with the theme of the article?

16. What is the role of writing guests?

17. In what order was this article written?

18. The whole article is written in the third person, but at the end of the article, the author says that he is too guardian. Is there any intention of this arrangement?

19. This article uses 21 words. What is the difference in tone and emotion, and what effect does it have?

The teacher will print out the sorted questions in time and send them to the department representative, asking the department representative to use the time for self-study to organize the whole class to communicate and record the exchange results.

About one day before the class, the subject representative handed over the results of the communication to the teacher. According to the communication situation, the teacher re-added and integrated the study and reading of this article based on the students' inability to solve and understand the problem of deviation. In the final article of "Drunk Man Pavilion", it was determined that the word "le" should be detained, and the following issues were discussed in class:

1. How to explain the three "muses" in "People know how to play from the eunuch, but they don't know the joy of the eunuch?" (Student Question 7)

2. Do you know what Taishou enjoys? (Student Questions 9, 11, 12, 13)

3. How does the author express his "joy"? (Student Questions 15, 16, 17, 18, 19)

4. Why can Taishou "play with the people"? (Student Question 14)

[ Case reflection ]

At the end of this class, the author feels that the expected effect has been basically achieved, especially the strong thinking state and participation attitude shown by the students in class have never appeared before in this article. Combining with the treatment of students' difficult problems in this lesson, the author has some superficial knowledge.

First, students' questions should be screened and classified.

When teaching a text, teachers should fully respect the students' first reading experience. But as far as an article is concerned, students will ask a lot of questions after reading, and it is impossible to solve so many problems in one or two lessons. Take a step back and say that even if you can solve it all, the whole class will look very loose. Therefore, teachers must collect these questions before class. The purpose of the collection is to analyze these issues and to screen out those that are valuable and related to teaching requirements. Before the class of "Drunk Man Pavilion", the students asked 35 questions, and the teacher retained 30 after screening (the selected question can be treated individually because of its individuality), and then integrated the 30 questions. It is reduced to 19, and these 19 questions are classified according to the three aspects of semantic understanding, emotional theme, and writing inquiry. After the classification, these problems are returned to the department representative, who will lead the class students, or discuss in groups, or exchange in the whole class, and solve them cooperatively.

Second, the solution to the problem should be Mr. mentor.

The concept of effective learning is: learn first, then teach. Under the support of such a teaching concept, it presents a classroom state like this: students are in front, teachers are behind. The solution of student problems should also follow this philosophy. The teacher can never solve the problem on the part of the teacher. In this case, the student has two times to solve the problem on his own, the first time is when the group cooperates after the first reading, and the second time is when the whole class is organized by the department representative. Of the 19 questions submitted by the students, 8 were resolved through the second exchange. Through two exchanges, the questions will become more and more streamlined, and the students' understanding of the article will gradually deepen during the discussion of the questions. After the whole class communicates, the problems that cannot be solved are what teachers need to play a role.

3. Refine the problem accurately.

While students are reading texts and asking questions, teachers should also study the text, and based on their own interpretation results, restore their own thought process of interpreting the text, capturing several questions that arise from self-answering and questioning. Then analyze the problems that students still can't solve through group cooperation and whole-class communication, and combine the two to extract several valuable core problems. The extracted questions should be comprehensive and try to capture the students' questions as much as possible; the capacity should be moderate to ensure the operability of the classroom; the levels should be clear and the slope of the students' thinking and study should be set; the difficulty should be appropriate to stimulate the students' study interest. In this lesson, the teacher combined the students' problems with their own study, and finally decided to hold the word "music", and the class was centered on four questions. For example, the third question, "How does the author express his" music "?" This question can both include the writing questions asked by the students, and guide students to taste the words in the text, so as to better understand the author's "and People have fun ".

The lesson of "Drunk Man Pavilion" is over, but the thinking left to the author is not over. How to deal with the difficult problems in pre-learning of students is more effective and efficient. The author is still trying and thinking.

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