Textbook understanding:

Peanut is an excellent modern essay, which truly records the author's family education when he was a child. The author Xu Dishan, a modern novelist and essayist, writes his own feelings about social life with simple, refined, fresh and natural pen and ink, which often conveys profound philosophy and beautiful feelings between the lines. The main feature of this exercise article in writing is to treat things with people. This article talks about the benefits of peanuts during the Peanut Harvest Festival, telling us to be pragmatic and useful people, not people who only pay attention to decency and are not good to others, so the common pen name is "groundnut". We can learn this article from the following points.

1. The article is written in the order of "planting peanuts, harvesting peanuts, tasting peanuts and discussing peanuts". The discussion on peanuts in the Harvest Festival is the key point, and the situation of peanut planting and harvesting is briefly described. In this way, the organization materials and articles have a clear background, focus and priority.

The key point is to learn how to describe people with things. Guide children to know the benefits and characteristics of peanuts in the form of dialogue in key paragraphs. My father compared the growth of peanuts with peaches, pomegranates and apples to illustrate the characteristics of peanuts, which are "not beautiful, but very useful". Then use peanuts to describe people and explain the truth of being a man. When we study this kind of articles, we must pay attention to borrowing things to discuss. Borrowing things is to compare people and clarify the truth of being a man. Only when the discussion part is clearly written, the center will naturally stand out. So we say that borrowing is a means and metaphor is an end.

3. Highlight what you want to write by comparison. By comparing with peaches, pomegranates and apples, this paper understands the characteristics of peanuts, and then explains the truth of using peanuts as a person. Use contrast to make things more vivid and easier for readers to understand.

Instructional design:

The new round of curriculum reform puts forward and emphasizes the infiltration of humanistic spirit in various disciplines, which is a great liberation of our educational thought and its practical significance far exceeds education itself. The newly promulgated Chinese Curriculum Standard (Experimental Draft) points out: "The unity of instrumentality and humanity is the basic feature of Chinese curriculum." The humanism of Chinese education is mainly embodied in "people-oriented": paying attention to people's natural development and healthy growth of life, acknowledging individual differences, respecting healthy development of personality, attaching importance to emotional influence and respecting individual unique experience. Therefore, in Chinese teaching, teachers should strive to create a harmonious, harmonious and pleasant humanistic atmosphere, so that the process of Chinese learning can become a process for students to show, express, cultivate and shape their personalities. Here, taking the teaching of peanuts as an example, I will talk about how I infiltrated the humanistic spirit in Chinese teaching.

First, optional ways to give students the right to choose freely.

The differences between students' learning styles and personality characteristics exist objectively. Students should learn to choose the content, methods and forms of self-study according to their own interests, and guide students to circle, tick or practice according to their own characteristics, fully embodying "people-oriented". Attach importance to the effective participation of individual students, so that each student can learn to face unfamiliar fields, collect and screen information by himself, and seek answers.

In the teaching of groundnut, I guide students to collect information about peanuts and authors before class, such as "Why are peanuts also called groundnuts?" "Do you know what other uses peanuts have besides books?" "How much do you know about the author Xu Dishan?" Wait a minute. In these questions, students should look for what they are interested in. As soon as the task is clear, the children will take action, or look online, or in the library or book city, or consult relevant experts. When giving feedback in class, I found that students found a lot of information in their own way, at the same time, they increased their knowledge and mobilized their enthusiasm and initiative in learning. In the overall perception of the first reading of the text, after the students made it clear that the text talked about "planting peanuts, harvesting peanuts, eating peanuts and discussing peanuts", I asked a question: "Which part do you like to read best and why?" Let students choose their own content, learning experience, students are full of interest and colorful.

Health A: I like watching the part about "planting peanuts", because only hard work can yield something.

Health B: I like watching Talking about Peanuts, because in this part, my father told us a truth about being a man, which made me educated.

Student C: I like to watch Eat Peanuts, because the content of Eat Peanuts makes me feel the taste of labor.

Sheng Ding: I also like reading Talking about Peanuts, because what my father said, though unpretentious, told us a profound truth about being a man and left a deep impression on me.

………

Students' personality has been developed in unrestrained and non-compulsory self-study. Through the speeches of the students, I know that most of them like to watch Talking about Peanuts, which is just the focus and difficulty of the article. In this way, I can find a breakthrough in teaching from students' interest needs, so as to enhance students' initiative and enthusiasm in learning and improve the learning effect.

Second, independent practice, to show students the stage of self

The important way of Chinese teaching is Chinese practice. "Teachers' analysis should not replace students' reading practice" (in the language of curriculum standards). In teaching, teachers should always adhere to the "people-oriented" educational concept, be good at stimulating students' interest in learning, create a free, pleasant and harmonious practice atmosphere, fully show their own stage for students, encourage students to practice boldly, read more, move more, think more, speak more and listen more, and stretch their vitality to the fullest.

In the teaching of groundnut, I guide students to read, study, report, evaluate and participate in learning and practical activities independently, from reading the text for the first time and understanding the main contents to intensive reading of the text, understanding what my father said and understanding the "feelings" expressed in the text. Especially in guiding students to understand the two paragraphs his father said, although his father's words are unpretentious, they contain profound principles of being a man. In teaching, I don't do too much explanation and analysis, but let students first make clear the learning requirements and steps, then read and study independently in groups of four, then communicate what they read in groups, and finally communicate collectively in groups. Practice has proved that students can find out the different characteristics of peanuts and three kinds of fruits according to the learning requirements in cooperative learning, realize that peanuts are unknown, contribute silently, and do not show off their beautiful character. After the students realized peanut's character, I asked another question, "If you are a father, how do you think you should read these two paragraphs to express your feelings at that time?" Let's evaluate who reads with the most emotion and learns the most. "The enthusiasm of students has improved, the readers are full of emotions, and the reviewers are sincere and pertinent. In reading and commenting, middle school students and "fathers" have emotional voices, they understand the thoughts and feelings of the text, and at the same time, students' personality is reflected and developed.

Third, boldly question and give students the environment to explore learning.

Creating a democratic and harmonious classroom humanistic atmosphere can encourage students to actively explore and learn independently in the care, respect and expectation of teachers. In teaching, teachers should always "have students in mind and disciplines in mind" and respect students, especially "respect students' unique experience in the learning process" (in the language of curriculum standards). Only by allowing students to express themselves and encouraging them to express themselves can we talk about liberating students' personalities and letting them learn independently.

In the process of teaching peanuts, some students questioned: "Teacher, are the peaches, pomegranates and apples in the text just beautiful and not practical?" I immediately affirmed that the student likes to use his head, and then seized the doubt to guide the students to discuss. A stone stirred up a thousand waves, and the gate of students' thinking opened:

Health 1: "I don't think the text is more useful than anyone else. The point is that the fruit of peanuts is buried underground, not hung on the branches like peaches, which makes people like it at first sight."

Health 2: "I think the article still contains criticism of peaches and pomegranates." Because the author's own pen name is groundnut, he must like peanuts very much, so he also likes peanuts, burying fruits in the ground and being unknown. He doesn't like peaches and pomegranates hanging their fruits on branches to show off. "

Health 3: "teacher, I think peaches are not showing off their fruits, but showing them to everyone." I don't think there is anything wrong with this. Just like students with special skills in the class show their talents to everyone, can you say that it is showing off? "

Health 4: "I prefer apples and peaches. They are delicious and nutritious. "

Health 5: "I like apples, peaches and pomegranates." Everyone likes to watch advertisements and buy brands when shopping. They are beautiful in appearance and hung on branches for advertising. What's the matter? "

Health 6: "Teacher, adults often say that society needs self-expression talents now. The spirit of peanut's silent dedication is commendable, but Apple's self-recommendation is also commendable. "

…………

Teacher: That's what Xu Dishan said and did. When he grew up, he worked hard in silence and became a famous professor and writer. Therefore, he took a pen name peanut, which is the origin of his pen name. In War of Resistance against Japanese Aggression, he was only 48 years old because he ran against Japan. He is really an energetic man. Let's read Xu Dishan's emotional words again.

Students all have their own opinions. Although they have different opinions, no matter which one is from the heart. This kind of classroom discussion highlights students' dominant position. Students dare to explore and speak out, their thinking is extremely active, and their personality can develop harmoniously.

Fourth, realize emotion and give students room to extend after class.

The Chinese Curriculum Standard points out that "the rich humanistic connotation of Chinese class has a profound influence on students' spiritual field" and "the influence of Chinese should be paid attention to". In the article groundnut, the author Xu Dishan named himself groundnut because he liked its obscurity and selfless dedication, and used this pseudonym to warn himself to be a person with groundnut character. So at the end of the teaching, after the students understood the meaning of the author's pen name' groundnut', I asked the students to give themselves a pen name and talk about the meaning. The students are enthusiastic again. In the process of giving myself a pen name, my thoughts and feelings are affected and my personality is fully displayed again. After the lecture, I arranged for the students to read several articles written by Xu Dishan after class, and once again felt the author's "peanut complex", which extended the students' knowledge from classroom to extracurricular and gave them a broader space for thinking.

In short, in Chinese teaching, teachers must be people-oriented, carry forward the humanistic spirit, fully respect students' personality and give students free space. Teachers should be good at creating a democratic, equal, relaxed and free classroom atmosphere and learning environment, so that students' personalities can be fully displayed and humanistic spirit can be infiltrated in Chinese teaching.

Teaching notes:

1. There are some sentences in the ninth volume of Peanut, a six-year primary school language: "Please come and try our new peanuts ..." "The weather was bad that night, but my father came. It was really hard to get."

When students read these two sentences (especially the last one), they have doubts: "Teacher, what kind of person is the author's father? Why is it so difficult to ask? "

Excuse me: didn't the author Xu Dishan live with his father when he was young? What is his family background?

Xu Dishan's father is Xu Nanying, a scholar, a patriotic poet and a good official deeply loved by the people. After the Sino-Japanese War of 1894-1895 broke out, he led the Japanese people through the crisis and defended the isolated Tainan City. He used all his savings for many years as official salary and expressed his loyal opposition to the Japanese invasion. After Taiwan Province Province was occupied by the Japanese, he didn't want to be conquered people, so he moved to Longxi, Fujian with his family. When Xu Dishan was fourteen or fifteen years old, he became the county magistrate of Sanshui County, Guangdong Province, and his family lived in the official's son compound. There is half an acre of vacant land in their backyard. Xu Dishan's mother suggested planting peanuts. This is written in the text.

Generally speaking, my father always lives with his wife and children, but Xu Nanying has little time to spend with his family because of his busy business, so he should be invited on holidays. ◆

2. In the preview of the lesson "Peanut": "Peanut has an interesting feature. Its flowers have fallen, and it can drill into the ground to bear fruit. " This sentence is not appropriate. In the fifth issue of your magazine, Teacher Xu Weixiang's article "People-oriented, A Unique Reading Class" mentioned that the special-grade teacher Sun Shuangjin taught the lesson "Peanut" to encourage students to question boldly, and also pointed out the mistake of this sentence in the preview. However, regarding the problem of how groundnuts bear fruit, Xu Wenzhong said that Teacher Sun explained: "Its fruit actually comes from the root minister, and its flowers only nourish the roots after landing." I think this explanation is not entirely correct. According to the relevant data and the fact that I have planted groundnuts, it is considered that groundnuts are green flowering plants, and they must be pollinated and fertilized before they can gradually bear fruit. After fertilization, the ovary stalk extends into the soil, and the ovary develops into pods. What is attached to peanuts is the long stalk of ovary, not the root! The flower of groundnut is the sexual organ for breeding groundnut seeds, and its function is by no means "just nourishing the roots after landing"!