Teacher: Last class, the students had a preliminary understanding of the text, but everyone felt differently. You can read the most beautiful and vivid words to your deskmate. Listen to the students and think about which paragraphs you like best in your deskmate's reading.

(Choose beautiful paragraphs and read and evaluate each other at the same table)

Teacher: Which groups of students will show us?

Group a:

Boy: (Read paragraph 8)

Girl: I think he reads fluently, but when dealing with feelings, the feelings in front of this sentence are too strong to recite. (Laughter)

Teacher: Students, it's amazing. It was an expert review as soon as it came up. I think she speaks so well that she must read well. Please let her read it.

Girl: (Read the eighth paragraph shyly, and the students will applaud spontaneously after reading it)

Boy: She reads deeply, please, much better than me!

Thank you, girl.

Teacher: I especially admire Gang D, a male classmate. He can say "much better than me" to his deskmate in an appreciative tone. Learning to appreciate is the beginning of progress. Let's applaud him, too. (Teachers and students applaud together)

Group b:

Boy: (Read the last paragraph)

Girl: I think he read the last exclamation well. "when the sentence on the ship ..." melting tree "was read too lightly. In order to set off the exclamations at the back, you should speak slowly.

Teacher: You try.

Girl: (Read the last paragraph)

Boy: Her speech speed and pause are good. She reads exclamations with emotion. I want to learn from her.

Group c:

Boy: (Read the last paragraph)

Girl: I think feelings are read, but "The boat … Drift away" can be read more slowly.

Teacher: Did the students find out? Her comments are very strategic: first affirm his advantages, and then point out his shortcomings, which makes people feel comfortable.

Girl: (Read paragraph 8)

Boy: She reads well, reading her feelings, which makes people feel that the big lattice tree is full of vitality.

Teacher: She shows the vitality of Shu Ge.

Teacher: These students choose to write about melting trees. Have you chosen to read and write about birds?

Health: (read paragraph 12)

Health: I read very well and feel very much.

Second, independent perception

Teacher: Through reading aloud, we feel that the big lattice tree is so full of vitality and the birds are so full of vitality. If students were asked to choose between the two, would you choose a tree or a bird? Please make a decision.

(Students choose XXX)

Teacher: Students who choose "Tree" should read paragraphs 7 and 8 of the natural paragraph.

(All students read together)

Teacher: For bird selection, please read paragraphs 12 and 13.

(All students read together)

Teacher: In fact, you have already had your first contest before you know it. Have you ever thought about it? There will be a second round of contest to see who is better, the big lattice tree or the bird. Students who like "trees" and "birds" should draw a clear line: "birds" go that way and "trees" go this way.

(Students change places and concentrate)

Teacher: Now, please "Tree" and "Bird" carefully taste the paragraphs describing themselves, find out the words that can describe their own characteristics and write them on the blackboard respectively.

After reading aloud and communicating, the students scrambled to write words on the stage. )

Teacher: Now both "Tree" and "Bird" have written their own words on the blackboard. Do you find some words inappropriate here? Inappropriate ones should be revised, and duplicate ones should be deleted.

(After thinking about communication, I will go to the stage to make corrections.)

Teacher: Just now we "mind our own business and write down what we think is appropriate. Now, can we organize these words and introduce yourselves in the first person?

(Student preparation, group discussion and communication)

Teacher: Would you please let the tree come first?

Health: large plaid branches with colorful leaves and countless branches. Birds can't live without big lattice trees.

Teacher: It may be better to introduce it like this: "We are branches and leaves …" (The teacher pronounced "we" as an accent, implying the change of students' roles. )

Health: I am a big plaid tree in the south of China. I have countless branches, and the branches are so lush. My color is bright, and every leaf is shining, as if a new life is shaking. I have strong vitality. Without me, our lovely friend Bird can't live.

Teacher: "Bird", come up!

Two girls: (a) I'm smart. (2) I am lively and lovely. We have beautiful songs and beautiful feathers. Without our lovely birds, Shu Ge would not have such a strong vitality.

Two boys: We are birds in the south, with bright feathers, euphemistic songs, smart, lively and lovely. Without our lovely figure, no one would go to see the lattice tree.

Teacher: I heard that everyone went to see the big lattice tree. That's for them. (For the students in the "Tree" group) Do you agree?

Many "trees": I disagree.

Two girls: we are trees in the south, and we have lush branches and leaves, which allow birds to nest and live; We have lush leaves that can shelter the birds from the wind and rain. We are the foundation of birds' survival. Birds can't live without our big lattice tree. We are a paradise for birds.

Teacher: What a poetic expression! Shu Ge lived poetically in this space. The teacher wants to ask, what do you think?

Health: Just now, the "birds" said that people would not visit us without their lovely figures. Miss Li, you also said that people regard us as "birds". I think this is wrong. Because we are also beautiful and full of artistic sense.

Third, transposition integration

Teacher: Please think about it. What is the relationship between trees and birds in this text?

Health: I think trees and horses should live in harmony, just like flowers and green.

Like leaves, flowers are more beautiful against the green leaves.

Student: I agree with what Mr. Gang D said. I think the big lattice tree and the bird are friends and very close.

Health: large lattice trees are the basis of birds' survival. Birds perch on the big lattice tree, adding color to it and making it full of vitality. I think horses and lattice trees are interdependent.

Teacher: You are not only good at listening, but also good at thinking.

Health: I think horses and lattice trees are inseparable. Where there are trees, there are nests and birds. Without birds, trees would have no vitality.

Health: Trees and birds are inseparable. Without birds, trees will soon grow old. If there is no big lattice tree, birds can't sing beautiful songs.

Teacher: It can be said that trees are young because of birds and birds are lovely because of trees!

Health: If the large lattice tree is a beautiful painting, it would be more perfect to have birds in it.

Health: I think if the tree is compared to a person's body, then the bird is the soul of this person.

Teacher: Both Tree and Bird sincerely thank you. You gave us too many surprises. Students, trees and birds are inseparable. Why keep this thread? We should appreciate each other.

Teacher: With this understanding, the "tree" may feel better when reading and writing birds. Similarly, the part of "bird" reading and writing trees will be more innovative.

(The "tree" reads and writes the natural section of the bird, and the "bird" reads and writes the natural section of the tree)

Teacher: What's your new feeling?

Health: I think birds are really lively and lovely. Their songs are so crisp and beautiful. I think trees will be more lively and interesting with birds.

Health: I think the lush foliage of the Great Harmony gives us room for birds to live. The big lattice tree nurtures us and cares about us. We should thank the big lattice tree.

Health: I think these birds really have beautiful feathers, beautiful songs, lively and lovely, and smart. I think if they are shaping the soul for the lattice tree, they should be shaping the soul of a lively and innocent child.

Health: After reading this passage, I feel as if I were under a very beautiful and lush melting tree, listening to the birds singing, and I have an immersive feeling.

Health: The bird is lovely, and the big lattice tree is beautiful, just like a beautiful landscape painting. If there is an opportunity, I must go and see it, and let this beautiful scene stay in my heart forever.

Health: I wish I had the same pleasure.

Health: I don't like writing about scenery very much. I didn't care about this big lattice tree at first, but now I think this big lattice tree is our real home. We can't live without it!

Teacher: "I don't know the true face of Lushan Mountain, but I am only in this mountain." And just now you already know the true face of Lushan Mountain, which is great! Mutual appreciation itself is a harmonious beauty!

Fourth, expand the experience.

Teacher: If you are a little thrush in the text, what do you want to sing? It can be expressed in various ways, such as writing small poems, writing lyrics and drawing pictures. (Students cooperate independently. After about 10 minutes, students will perform on stage. )

Teacher: Students' imagination is very rich and their creativity is really strong. I want to end this lesson with a famous saying by the German poet Holderlin, "Man lives poetically on the earth 1".

Comment and analysis

I've probably listened to Bird's Paradise dozens of times. This time, I was very excited when I listened to Teacher Li Haida's class at the second "Hundred Courses and Ten Thousand People" innovative teaching observation activity in Zhejiang Province, just like a breeze blowing on my face. I am impressed by the teacher's unique interpretation and treatment of a textbook that has been used for many years, the humanistic spirit of students in the classroom and the creative potential of generate. Although there is no textbook using the curriculum standard, it strongly embodies the new concept advocated by the curriculum standard.

Teacher Li Haida's lecture deeply discussed the humanistic connotation of bird paradise. The orientation of knowledge and ability in the original textbook is "static and dynamic", which can be said to be purely the teaching of writing skills. In practical teaching, we usually separate the luxuriant branches and leaves of large lattice trees from the liveliness and joy of birds. Teacher Li handled the textbook with originality, and read several key paragraphs about trees and birds from "dividing" to "combining", so that students can fully feel the harmonious relationship between "trees" and "birds" and realize the omnipresent overall harmony in nature, which enables students to realize a sublimation of humanistic spirit. This kind of feeling and experience is not based on the teacher's preaching, but all obtained by the students through their own listening, speaking, reading and writing activities, which is even more commendable.

This kind of "separation" and "combination" implies the ingenuity of teachers in randomly shaping personality in Chinese teaching. We can see that this class is always full of teachers' encouragement to students, and every success and progress of students is affirmed, which makes every student, especially the relatively backward students, establish self-confidence. There are two important sections at the beginning of this lesson: one is "independent perception", which allows students to praise themselves as "trees" and "birds" respectively and cultivate self-esteem, self-love and self-confidence; The other is "transposition integration", which allows students to learn to appreciate others at the same time. The implementation of these two sections has led students to the same realm as me. I am a tree and you are a bird. Trees and birds appreciate each other and form a whole. You and I appreciate each other and help each other. When students really know themselves and appreciate others, their future life will be happier. This kind of treatment is not only based on the teaching materials, but also beyond the teaching materials, painting a bright background for the students' life glory.

Chinese teachers are the implementers and developers of the curriculum. We can't be satisfied with "teaching textbooks", but should "use textbooks". It is necessary to "let thoughts break through the cage" and deal with teaching materials with the times. Excellent Chinese teachers have a pair of discerning eyes, can examine teaching materials from a unique perspective, and creatively design teaching according to the needs of the times and the reality of students.

Listening to "Bird's Paradise" taught by Teacher Li once again made me feel "unfinished". Chinese teaching will always be an infinitely broad creative world. Let's find the right direction and move forward boldly!