First, the basic meaning of lesson example: "lesson example" is a classroom teaching case and a special form of case. A lesson example is a description of the actual teaching situation with difficult problems, a story in the process of education and teaching, and a description of "unexpected and reasonable" in the process of classroom teaching. We can know from the following aspects: (1) Teaching plans are related to teaching practice; (2) Teaching plans are related to teachers' professional responsibilities; (3) The teaching plan contains the complexity of teaching problems; (1) The source of solving teaching problems; (2) The ladder of teachers' professional growth; (3) Hometown of teaching theory; (1) The types of lesson plans are classified according to their contents or themes. The problem is particularly concentrated and the contradiction is very prominent; The story is not complicated, but it can make people see the big picture from small to large, which is enlightening. Case 1: handle emergencies sensitively and cautiously 1. Introduction I have been working for almost three years, and I have been concerned about how to deal with unexpected events in class skillfully, which often happens to students who are usually regarded as poor students by teachers. Why is there such a result? Personally, I think these students are often at a disadvantage in their studies and can't get the attention and care of their teachers. They sometimes want to attract others' attention by other means, and the classroom is a natural place they sometimes want to show. Should we ignore these events or reprimand them loudly? In fact, both methods may damage the teacher's image and limit the class to a hasty or tense atmosphere. Therefore, it is particularly important to be sensitive and cautious and deal with all kinds of emergencies harmoniously. 2. Background This is a student who seems to have a deep headache for every teacher. The problem of how to go came one after another and was exposed one by one. There are often "red lights" in various subjects in study, and he is always indispensable in deducting classes in routine execution. He always rummages through his school supplies after class. There must be him in the classroom after class. As for homework, it is his daily routine not to do it, do it less, do it indiscriminately or copy it. He became the representative of "poor students" in the eyes of teachers. Like many underachievers, Lu is still a stubborn child. When the teacher reprimands his criticism, it is easy for him to have a strong rebellious and antagonistic psychology. 3. The emergence and solution of the problem In an English class, when a classmate made a free speech in front of the podium, Lu was very excited, whispering with his classmates in the back seat and talking with Kan Kan. I was angry and yelled at him. I was just about to reprimand him. Unexpectedly, he began to argue: "teacher, I didn't speak!" " I suddenly realized that if I criticized him in public on such a special occasion as the classroom, he might be more sophistry and hostile, which would also affect the normal teaching activities of the whole classroom. So, after calm thinking, I decided to solve this problem by cold treatment. So I said to him, "How do you know that the teacher told you to stand up because you speak casually?" The students all laughed. I then said to him, "The purpose of the teacher calling you up is to let you talk about your own views on the speech made by that classmate just now." Obviously, he can't answer. Finally, I said to him, "Lu, if you can't figure it out for a while, let me know after class, ok?" After class, before I left the classroom, Lu stopped me and said, "Teacher, I was wrong. Talking casually in class affects Ding's study and your work. " However, because I don't understand the content of that classmate's free talk, I'm actually asking the content of the classmate behind me. "I said," just know the mistake. In fact, if you don't understand, you should try your best to listen and wait for others to finish. Otherwise, you will miss new content in the process of asking? " He nodded convincingly. 4. Postscript Since then, Lu seldom speaks casually in class. I often praise him for some changes as progressive as possible. I gradually realized that his attitude was changing quietly: he listened more carefully, did his homework in time, and developed a good habit of asking questions actively, and his academic performance improved a lot. I'm really happy for his progress. 5. Reflecting on the above example, although things are small, they are caught in time and guided in place, which stimulates students' enterprising enthusiasm. It is also through this incident that I realized that teachers should adhere to positive education and get along with students on an equal footing. Imagine that if I reprimand, satirize, satirize or even punish students in disguised form with the teacher's "power", the consequences will definitely be worse, the students' self-esteem will definitely be hurt, and the whole classroom order will also be adversely affected. And my cautious cold treatment method has better avoided these things. The second category, the connotation of theme class is a typical example of teachers and students carrying out teaching activities around a certain theme. The characteristics of this kind of lesson are: the theme is distinct and the content is novel; Focus on special research, full of academic value. The outstanding function is to inspire and promote educators to explore and implement new ideas in classroom teaching and to study and solve new problems in teaching. Case 2: How to organize inquiry learning in Chinese classroom —— The enlightening background of the three cases is one of the focuses of the new round of basic education curriculum reform, and its main goal is to change students' learning style of breaking acceptance and repeated practice, so that students can "acquire knowledge and ability, emotion and attitude" in the process of completely independent inquiry learning. Therefore, in the Chinese Curriculum Standard, "actively advocating independent, cooperative and inquiry learning methods" is put forward as the basic concept of a course. Therefore, inquiry learning has become a subject that Chinese mathematics must face. However, research-based learning is still in the exploratory stage in China, and teachers lack reference materials. Judging from the present situation of foreign teaching research, inquiry, as a learning method, was first put forward in the reform of science education, but it has been widely used in the teaching of science subjects, and is rarely used and practiced in the teaching of humanities, especially Chinese subjects. Therefore, some Chinese teachers with advanced ideas have encountered a series of problems and puzzles when they let students try inquiry learning in class, which is worth our thinking and research. Inquiry learning is put forward relative to listening and speaking learning. Some experts say: it is a learning revolution and a fundamental change of learning concept. So, will inquiry learning be the only way to learn Chinese? Or the best way to learn Chinese? In science teaching, inquiry learning often adopts structured procedures such as asking questions, collecting evidence, forming explanations, evaluating conclusions and publishing results. However, how to implement inquiry learning in Chinese learning? Is this model also applicable to composition teaching? Inquiry learning is a completely independent learning process with students as the main body. So, what role should teachers play in the classroom? How should teachers play their roles well? The goal of Chinese teaching is to improve students' Chinese literacy, and semantic literacy is centered on speech ability, which determines that Chinese education should not only face up to the content of the article, but also pay attention to the form of the article. So, what should students explore in Chinese class? Is it written content or language form? Inquiry learning will inevitably take up a lot of time in Chinese classroom teaching, so how to carry out necessary and standardized speech practice? How to deal with the relationship between inquiry and training? Completely independent Chinese inquiry learning will inevitably lead to the diversification of inquiry conclusions. In this case, how to evaluate students' learning effect? Case 1: How to write the word "fish" beautifully?