Li from Daqing Road Primary School in Xi City

faithful record

Second teaching time

Teacher: Students, we will continue to learn Lesson 25 in this class: my uncle Mr. Lu Xun. Please open your textbook. Who will read the first two sentences of the third thing?

Health: (reading) One evening, the north wind roared and it was very dark. People in the street are anxious to go home.

Teacher: From what aspects did the author write these two sentences?

Miss Li changed her teaching method and attracted the students' attention from the beginning. For long texts, we should adopt several methods to teach them. In this way, students will not feel tired. 〕

Health: (thinking).

Teacher: What did "One Evening" say?

Health (gas): time.

Teacher: "The north wind roared". What does it say?

Health (gas): The weather.

Teacher: More specifically, writing style. "The sky is dark", which means ...?

Health (gas): The weather.

Teacher: "People in the street are anxious to go home". What does it say?

Health: pedestrians.

Teacher: Why are pedestrians in a hurry to go home?

Health: Because it's cold.

Yes, the author describes the cold weather from these four aspects-time, wind, sky and pedestrians. How cold is it? There is a sentence in the article that can best express it. I think who found this sentence?

Doing so is conducive to cultivating students' good habit of studying hard. 〕

Health: (reading) I ... touch my nose, it's as cold as ice, and my feet and hands are numb.

Teacher: Oh! The author's nose is as cold as ice, and his feet and hands are numb with cold. Look, how cold it is! According to the description in the book, please talk about some things in the old society with the TV dramas you have seen and the old people you have heard. Close your eyes and imagine.

……

Health: (Close your eyes and daydream)

Teacher: (in a low voice) It was a winter near dusk in the old society, and the biting north wind roared. Gloomy, as if it would fall at any time; Pale and thin people come and go in a hurry. The shops in the street are closed, and some hungry dogs are looking for food. In order to make a living, rickshaw pullers pull guests barefoot in the cold wind ... what a sad picture!

Creating a beautiful artistic conception to impress students is a kind of creation! By doing so, Teacher Li makes students feel immersive and easily causes emotional buzz. This will play a decisive role in helping them better understand the author's mood, appreciate the artistic conception of the works and deeply understand the text. 〕

Teacher: Please open your eyes. Can you imagine this sad scene?

Health (anger): Yes!

Teacher: What did the author see with his own eyes in this sad scene?

Health: I saw a rickshaw driver sitting on the ground moaning.

Teacher: Is that all the author saw? Who added it?

Health: I also saw this rickshaw driver holding his feet with both hands, without shoes on his feet, and there was a pool of blood flowing downwards.

Teacher: What else did you see?

Health: His weather-beaten face shows unbearable pain.

Teacher: Who can tell the author what he saw in his own words?

Health: The author saw a rickshaw driver groaning on the ground and the car was thrown aside. He held his feet in his hands, without shoes, and there was a pool of blood flowing downwards. The weather-beaten face shows unbearable pain.

Teacher: Who can say that again? What does "groan" mean?

Health: the sound made by pain.

Teacher: Since the rickshaw driver groaned with his feet in his arms, what does this mean by his injury?

Health (anger): The injury is very serious.

Teacher: From what sentence in the text, can you see that he was seriously injured?

Health: There is a pool of blood running under your feet.

Teacher: If the injury is not serious, what should the word "drip" be changed to?

Health: change it to "flow".

Teacher: Or ...?

Health: Didi.

Teacher: If the injury is not serious and there is not much blood, what does the author change "a pool of blood" to?

Health: Change some blood.

Teacher: Or ...?

Health: A drop of blood.

Guiding students to scrutinize some key sentences or words in the text can not only train students' ability to choose words and make sentences, but also develop their logical thinking. This kind of training is often carried out in reading and speaking texts, which is conducive to improving students' appreciation and expression ability. 〕

Teacher: It is because of his serious injury that his weather-beaten face shows unbearable pain. What do you mean weather-beaten?

Health: After many hardships.

Teacher: Really? What should I say?

Health: It should be said that after a lot of torture.

Teacher: Yes, it's better to say torture. What did Lu Xun do in the face of this coachman? Please read this article in a low voice and consider which verbs the author uses are particularly accurate. Who said that?

Health: take, hold, squat, kneel, come, apply and tie dates. I think these words are well used.

Teacher: Anything else? Who said that?

Health: Run, kneel and wash.

Teacher: Yes, the author wrote the process of Mr. Lu Xun's ambulance driver in detail, concretely and vividly by holding, squatting, coming, washing, dressing and tying. On the surface, it is very common to help people dress their wounds. However, in this very ordinary trivial matter, Mr. Lu Xun's extraordinary taste and morality are shining. Why do you say that? Please think about it, what was Mr. Lu Xun's identity and status at that time?

This enlightenment is conducive to students' further understanding of Mr. Lu Xun's noble quality of "thinking less for himself and more for others". 〕

Health: He is a great man.

Health: He is a celebrity.

Health: He lives a relatively rich life.

Health: He is a very prestigious scholar.

Teacher: Yes, Mr. Lu Xun was an influential figure at home and abroad at that time. What was the status of rickshaw pullers?

Health: He is an oppressed and exploited person.

Health: He is a lower class person.

Health: He is a man struggling with poverty and hunger.

Teacher: The status and status of Mr. Lu Xun and the rickshaw puller are so different, but when Mr. Lu Xun bandaged the wound of the rickshaw puller, he was so meticulous and had no shelf at all, especially in that cold environment, Mr. Lu Xun didn't think of himself at all, but kept warm ...

Health (anger): I gave it to someone else.

Teacher: This once again shows what Mr. Lu Xun's thought is.

Health (Anger): I think less and others think more.

Teacher: What does the author think of this tragic scene?

Health: She thought, how can a rickshaw puller run barefoot on the road in such a cold day?

Teacher: This was the author's idea at that time, and it was also a question for my uncle. The author doesn't remember his uncle's answer, except that his words are profound and incomprehensible. Can you imagine how uncle answered her at that time?

Combining the text and expanding imagination is an effective means to improve students' creative thinking ability. Teacher Li guides students to imagine what Mr. Lu Xun might answer, which can not only help students understand the true meaning of the text, but also receive vivid ideological education from it. 〕

Health: He may say: Look how dark this society is, little master!

Health: He may sigh: Alas, this is really a cannibal society!

Health: He may ask Zhou Ye: What do you think is the reason?

Health: He may say, how can working people live a happy life with three mountains on their heads?

Health: He might say: Alas! This world is really unreasonable.

Health: He might say: It's dark all around, can rickshaw pullers still put on their shoes? (Laughter)

Teacher: The students' imaginations are very rich, and they are all right. Mr. Lu Xun's answer is very profound. We infer that the social system is probably mentioned because it is caused by the social system.

[sublimation is good! Received vivid results. 〕

Teacher: What was Mr. Lu Xun's expression when he answered the question raised by the author? Who said that?

Health: His face no longer has that kind and happy expression, and suddenly it will become so cold and serious.

Teacher: This is an expression. What other moves are there?

Health: He put his skinny hand on the author's head for a long time and finally sighed deeply.

Teacher: Mr. Lu Xun's expression and movements at that time left a deep impression on the author. Can you understand this word from the text?

Health: The word "Qing" was used twice.

Teacher: According to Mr. Lu Xun's expression, movements and sighs, can you imagine what his thoughts were at that time?

Health: From his exclamation, I imagine that Mr. Lu Xun might think: Alas, I haven't finished my career in my life. From his actions, you can imagine that he pinned his hopes on the next generation.

Health: He thought, how can we overthrow this dark society?

Health: He thinks that the older generation has not overthrown the old society, so it is necessary to educate the next generation and carry out the revolution to the end.

Health: He thought, we must never let the next generation live this miserable life again.

Health: He thought, this society is too dark, and the next generation must overthrow this corrupt and incompetent government in the future.

Health: He thought, I am old, and my hopes are pinned on these dolls. You must study hard!

……

Teacher: The students' imagination is reasonable. They closely follow Mr. Lu Xun's expressions, movements and sighs. All these show who Mr. Lu Xun is thinking about.

Health: Think of the people.

Health: Think about the next generation.

Health: Think of others.

Teacher: What spirit does this show Mr. Lu Xun?

Health (Anger): I think less and others think more.

Teacher: Now, please look at the fourth thing and read what A San said collectively.

Health: (Reading) Mr. Zhou is very ill and often writes articles in the middle of the night. Sometimes I feel sorry for him when I hear him coughing one after another. He doesn't care about his illness at all, but he often advises me to rest more and not to let me do heavy work.

Teacher: From this passage of A San, what spirit of Mr. Lu Xun is once again reflected?

Health (Anger): I think less and others think more.

Teacher: So, the author wrote at the end of the article: "Indeed, uncle is such a person". Who is he?

Angry: "He thinks less about himself and more about others."

Around the center of Mr. Lu Xun's "think less for yourself and think more for others", it is really not easy for Mr. Li to skillfully lead students' understanding to this topic again and again with originality.

Mr. Ye Shengtao said: "The author thinks that there is a Tao, and he knows it by following the Tao." The teacher is to guide the students' learning path to the author's thinking in order to get a real understanding. 〕

Teacher: This last paragraph is the full text ...?

Health (gas): summary.

Teacher: That is to say, clarify the text ...?

Life (Qi): the central idea.

Teacher: It is precisely because Mr. Lu Xun seldom thinks about himself and others that people praise him ...?

Health (gas): love.

Teacher: How on earth do people love Mr. Lu Xun? Now, please look back at the first paragraph of the text.

This transition is natural! From "reason"-the second part of the text, Miss Li introduced "result"-the first part of the text, which is clear in logic and easy for students to accept. 〕

Teacher: Who can read this text?

Health: (omitted)

Teacher: There are several words in the first paragraph (turning over the movable blackboard): What does mourning mean?

Health: the act of expressing grief to the deceased.

Teacher: That's right. So what does condolence mean?

Health: It's a couplet mourning the dead.

Teacher: Is that right? Think about it, which word was written by the teacher?

Health: I said elegiac couplet.

Teacher: Yes, elegiac couplets are written to mourn the dead. What about condolences?

Health: condolence is to pay homage to the deceased and comfort the family.

The first part is full of words, and it is wise for Mr. Li to focus on eliminating "obstacles" 〕

Teacher: Yes, that's right! Why does uncle get so much love? I learned the four things mentioned above, and I think everyone will answer them. Here I would like to ask, what role does the first paragraph play in the text?

This kind of guidance helps students to understand the internal relations of the article. 〕

Health: It played a summary role.

Teacher: What's the name at the beginning of the article?

Health: the reason.

Teacher: Also called ...?

Health: All the time.

Teacher: (writing on the blackboard: all the time) So the following four things are described one by one, which is called ...?

Health: separately.

Teacher: (blackboard writing: explain separately) The last paragraph is a summary. In this way, there is a general beginning, sub-description, summary, and the article is very complete. Who knows in what order this article was written?

Angry: Flashback.

Teacher: Write a flashback first?

Health (anger): the result.

Teacher: Write ...?

Health (anger): the reason.

Teacher (blackboard writing): It is precisely because of such a person that Mr. Lu Xun is loved by so many people. Now, who can make a causal sentence to express their understanding of this lesson?

Novel sentences are helpful for students to further understand the text structure. 〕

Health: Mr. Lu Xun is loved by so many people because he thinks less about himself and more about others.

Health: Mr. Lu Xun is loved by so many people because he loves the working people and hates the old society.

Health: Mr. Lu Xun is loved by so many people because he often runs into a wall for the happiness of working people.

Health: Because Mr. Lu Xun often helps the lower working people, he is loved by so many people.

Teacher: Through these causal sentences, it shows that everyone understands the content of the text. So, what is the main idea of this text?

Health (Anger): I think less and others think more.

Teacher: After learning this lesson, you know something about Mr. Lu Xun. Do you want to know more about Mr Lu Xun? (Shengqi: Yes! Then I will introduce a book to my classmates. The name of this book is The Story of Young Lu Xun. Reading after class can help us to know more about what kind of person Mr. Lu Xun is. That's all we learned today. Class is over. The bell rings. )

Extracurricular reading is an extension and supplement of classroom teaching. Teacher Li arranges some extracurricular reading materials in combination with teaching materials, which is extremely beneficial for students to broaden their horizons, enrich their knowledge, enhance their interest and improve their reading ability. 〕

thesis

An important task of Chinese teaching in primary schools is to develop students' thinking and cultivate their thinking ability. Developing students' imagination is an important aspect of cultivating students' thinking ability.

The so-called "imagination" refers to the psychological process of creating a new image based on the original perceptual image. No imagination, no creation. Whether creating imagination or recreating imagination is very important for human beings to carry out creative work and master knowledge and experience.

How to cultivate students' imagination? I made the following attempts in Chinese teaching:

First of all, use illustrations to stimulate imagination. Mr. Ye Shengtao, a famous old educator in China, said: "Pictures are not only descriptions of words, but also expand children's imagination." According to the characteristics of Chinese textbooks for primary schools, I make full use of illustrations in teaching, or inspire students to tell vividly, or write vividly, or talk about people in both form and spirit, or talk about feelings on the spot, and try my best to integrate poetry, painting, emotion, scenery, color and sound into one furnace to arouse students' imagination. For example, there is an illustration in My Comrade Qiu, which shows that Qiu is completely surrounded by a fire. He is as motionless as a boulder.

When I teach this course, I will first contact students with their expressions, words and actions when they are accidentally burned by stoves, chopsticks and boiling water, and then guide them to expand their imagination while looking at pictures. I asked, "Can you imagine Uncle Qiu's thoughts at the moment through his eyes, expressions and actions in the illustrations?" The children raised their hands through imagination, and some said, "He thought nothing could be moved by the victory of this battle! Even if you are burned to death or burned to death, you must grit your teeth and stick to it! " Some said: "He thinks that if we move, the enemy will find us, not only the lives of the comrades around us are in danger, but also the battle can't be won!" Others said: "His ideological struggle must have been fierce at that time: if he wanted to survive, he had to roll around a few times to put out the fire, but this caused too much loss to the revolution. As a volunteer soldier, I would rather sacrifice myself and strictly observe discipline! " At this time, the power of imagination not only acts on students' senses, but also on their hearts, making Qiu, a shining tall image, stand firm in children's young hearts and become an unforgettable model of discipline.

Some words are not illustrated, so I asked someone to draw some wall charts based on touching stories, vivid characters, typical natural social environment and beautiful literary language. Or cut some pictures in various pictorial. For example, when teaching grassland, I found some magnificent and rusty grassland scenery maps with my students, so that students can first appreciate the charming scenery of grassland through vision: the world is thousands of miles away, but it is not endless; The flat land is green and the hills are green; Wherever the sheep go, it is like embroidering an endless big white and green carpet; The lines of the mountains are so soft, just like Chinese painting only renders green without ink lines. Green is flowing everywhere, gently flowing into the clouds. Ask the students to imagine all kinds of sounds that will appear on the grassland at the moment: the sound of whips, the sound of hooves, and the sound of cattle and sheep in Cleisthenes. In this picture, I also inspire students to imagine: if you are riding a fine horse with the author on the endless grassland, how wonderful it would be!

The children are like enjoying a famous song, staring at the wall chart, as if they are not in class, but lingering on the Mongolian grassland thousands of miles away! Teaching has achieved the effect of "endless words, endless meaning" and "silence here is better than sound"

Second, combine the text to expand imagination. This is an effective means to arouse the memory of students' perceptual experience, spread the wings of imagination, realize the truth of the article and improve their creative thinking ability. The method I usually take is:

1. Write some supplementary narrative. Many people like to write "a little detail" articles, and there are many such examples in our textbooks. If teachers can properly set some questions in these sketching places, so that students can think, imagine and fictional narratives, it will not only inspire students to use their brains and be in an active state of "anger" and "sadness", but also help to deepen students' understanding of the text. For example, there is a passage in The Honest Child: "Mom told him to write to menstruation and admit that he lied. A few days later, the postman sent her a reply. My aunt said in her letter that you did something wrong and you can admit it yourself. You are an honest boy. " Here, I intend to make students think: "What did Lenin write in his letter to menstruation? Who can combine the written content with his own life experience and imagine the content of Lenin's letter to menstruation? " Because children have a lot of experience in this field, the spark of thinking is suddenly ignited. They are competing to express their opinions, and even some quiet classmates are hands in the air. This not only deepened the understanding of the text, but also received vivid ideological and moral education.

2. The implied part is simple. For example, the lesson "Golden Hook" vividly describes that the old squad leader walked out of the grass to take care of three sick comrades in the Long March, tried to fish to keep his comrades alive, but was reluctant to eat, and finally died because he was too tired and hungry, leaving only one hook. At the end of the article, he wrote: "On this fishhook covered with red rust, brilliant golden light shines!" I didn't directly tell the students the profound meaning of this sentence, but with the help of imagination, I mobilized their active activities in various senses, nervous system and cerebral cortex, and gradually realized the value of "gold" by recalling the touching deeds of the old monitor, reciting sincere words one by one, imagining expressions and actions one by one, and analyzing inner activities again and again. My understanding of "shining with brilliant golden light" is not a description of "this fishhook covered with red rust", but closely follows the theme, symbolizing the immortality of the noble spirit of the old squad leader's loyalty to the party, the people and self-sacrifice.

Part of the conversation was deepened. Some sentences in the text seem dull, but when you think about it, the words are simple and profound, simple and meaningful. If teachers can make the best use of the situation, they will stimulate students' intrinsic learning motivation, promote the development of students' logical thinking ability, understand the nature and internal relations of things, and receive "words are few, but easy to understand;" Meaning is subtle, but the essence is good; Metaphors are few, but all listeners know them "(Note to the Book of Confucius, Volume 36). For example, in the lesson "Tall Back", the first sentence at the beginning of the article is "One night last winter", which is obviously to introduce the time when the story happened. But I seized this sentence and asked the students, "What is the scene of winter night? Who can describe the imaginary scene according to their own life experience? "Some children say,' It's dark in winter, and there is no one on the street'; Some said, "It's cold at night, the biting northwest wind is blowing, and the wires on the roadside are whining, which is really scary"; Some say that "there are few pedestrians on the street, and occasionally workers who work at night are shrinking and walking quickly"; Others said, "Every family closes its doors and windows, and people watch TV and listen to the radio around the house ..." The reason why I let the students imagine this is because: first of all, because of the bad weather on "winter night", my asthma will attack again; Second, because of the "winter night", few people on the road couldn't get on the bus, so my mother had to carry "me" and trudge forward-this is the need of the plot; Third, because of the "winter night", a tricycle worker suddenly appeared. He took the initiative to send "my" mother and son to the hospital regardless of fatigue, fear of cold and no reward, which highlighted the value of the worker's spirit and lofty image, which was the key need. It is based on these understandings that I inspired students to imagine "winter night" from the beginning.

Third, extend the plot and enrich the imagination. In teaching, I try my best to arouse the relevant images in children's minds and guide them to either extend stories, supplement words and create new natural and social environments, or deepen the theme of the article, thus accelerating their transformation from recreating imagination to creating imagination and becoming a bridge to the vast world in the future. For example, the lesson "Fanka" is written in many places, especially in a paragraph about how Fanka sends letters, how to put his stationery, how to write envelopes, how to put them in the mailbox, his actions, his clothes and so on. , are written to life. Although grandpa will never receive this letter, it is just a dream for Fanka, but he sent it so meticulously. At the end of the article, Fanka fell asleep with sweet hope and had a sweet dream after putting the box in the mailbox for an hour. What sweet dream? I ask the students to continue to write the text according to the content of the text. In this way, the time distance between children and works has been shortened at once, and the tragic fate of poor children in old Russia has been further understood. Another example is the last sentence of the lesson "Winter Night": "When I get on the bus, he will take me anywhere." I asked the students: Who does this "he" mean? Why? Then let the students imagine: what will happen to the coachman if he doesn't pull him up on this cold and lonely night? What about the old mother and younger sister who depend on him for a living? Children really know how to use their brains. Some people say that the coachman ran several streets in a row and found no guests. He cried at the thought that the whole family, old and young, would go hungry again tomorrow. Some people say that a little man took the bus without giving money and beat the coachman. The coachman went home step by step and the whole family cried. Others said that the coachman was hungry and frozen, and he only felt that he was seeing stars. On the way to find a guest, he accidentally fell into a ditch with his car.

The old mother was furious when she learned of her son's death, and her little brother and sister cried her eyes out. Broaden the mind and enrich the children's imagination. Some students think of his home not only through the coachman, but also through the working people in the old society. This not only enriches the content of the text, but also deepens the original theme.

Some texts guide students to imagine new artistic conception from a negative perspective. For example, in the lesson "The Little Match Girl", the author revealed the tragic experience of the little girl with wonderful fantasy. This tragic experience of the little girl strongly exposed the darkness and decay of the society at that time and mercilessly attacked the ruling class. Through reading, analyzing and understanding, students hate the social system of exploiting others in capitalist countries. Taking this opportunity, I ask students to create a new artistic conception to praise the happy life of socialist children, which is in sharp contrast with this class. Students naturally think of their childhood life, especially the happy New Year's Eve: drums, firecrackers, laughter and beautiful music echo in their ears; In front of me, grandma wrapped jiaozi, mom wrapped jiaozi, dad fried carp, and everyone was preparing a sumptuous dinner ... This happy scene came to the child's mind. Images not only deepen students' understanding of the text, but also stimulate their thoughts and feelings of loving the socialist motherland.

Fourth, nudge at any time to cultivate imagination. We should improve students' imagination. Only in class, only in textbooks, that's too narrow. Only when teachers often lead them to contact, think, learn and be influenced, and prompt them at any time, can we achieve the expected results.

In composition teaching, I found that students can't choose materials, compose words and describe empty words. There is a common problem that they can only be realistic and can't associate. China's ancient Confucian classics said: "Those who speak near and far will speak well;" It is also good to be a trustworthy scholar. " ("Mencius with all his heart") "A good singer makes people follow his voice. A good teacher will make people follow their ambitions. His words are about to be reached, slightly embarrassing, and rarely compared, which can be described as a continuation. " (Learning Notes) Without good imagination and expressive ability, it is absolutely impossible for students to deal with the relations of "speaking near and far", "keeping an appointment and knowing", "keeping an appointment and reaching", "hiding slightly" and "comparing happiness with metaphor". So I consciously train more students in this field. For example, students write "Little Bee", although the shape and dynamics of bees are vividly described, I still want to further inspire them: "The little bee you describe is unpaid, not afraid of fatigue and selfless work. Who is this image like? " Therefore, children rely on "prototype" to develop their creative imagination. Some said, "Bees are like teachers who cultivate us. They have been working hard and selflessly all their lives." Some said, "Bees are like Uncle Huang I know. He always works without fear of fatigue. " Others said, "Bees are like people who work hard for the four modernizations." After guidance, a classmate wrote in his composition: "... bees are free, not afraid of fatigue, unknown, sucking pollen nectar and brewing honey syrup." It has been working hard and selflessly all its life. Isn't the image of this bee the image of our teacher? I love bees, and I love teachers who are as hardworking as bees. "

The world outside the classroom is extremely vast. Combined with teaching, I often organize students to carry out experiments, investigations, visits, sightseeing and other activities. If I have studied the Great Wall, I will show my students around the bell tower, and guide them to enjoy this beautifully decorated bucket arch, the eaves of the window bars of the carved beams and painted buildings, and the magnificent panoramic view of the bell tower. Through practical observation, guide students to associate with the ancient architecture of China and the industrious wisdom of the working people. The students wrote in their compositions, "I stood on the magnificent bell tower, stepping on the blue bricks under my feet and holding the stones on the balcony." I feel magnificent and broad-minded, and I can't help thinking of the working people who built the bell tower. " "Looking at this antique decoration, touching this wonderful sculpture and admiring this unique building, I can't help but sigh: the working people in ancient China are really great!" The Bell Tower is not only the representative of the highly developed architectural technology in ancient China, but also the crystallization of the industriousness and wisdom of the ancient working people. "After training, children's imagination has been significantly improved, and their thinking ability is also very different from the past.

comment

The teaching of this class has the following characteristics:

First, follow the rules and seek change through teaching.

There are rules to follow in the process of classroom teaching, but the methods need not be unified, and they can be varied, which will change due to different teaching materials, different teaching requirements and different teaching objects. This is a valuable creation that Teacher Li constantly strives for change in teaching practice. My Uncle Lu Xun is divided into five paragraphs. Teacher Li does not follow the traditional teaching procedure, from the beginning to the end of the text, but talks about two to five paragraphs according to the teaching purpose and content (the second and third paragraphs were finished in the last class), and then talks about the first paragraph. In this way, "cause" leads to "effect", which skillfully links the part and the whole organically. The whole teaching process is concentrated, compact, active and effective.

Second, pay equal attention to words and meaning.

In this lesson, Mr. Li is very serious about the basic knowledge in the text and never misses it. For example, the conclusion of the first two sentences of the third paragraph is the date, wind, sky, pedestrians and the degree of cold; Discrimination and comparison of the words "drip", "flow" and "drip"; Verbs such as "help, squat, kneel, come, wash, apply and tie" are all carefully crafted. What is more commendable is that in the process of explaining the language, students are inspired to further understand the noble quality of Mr. Lu Xun's "think less for themselves and think more for others", so as to carry out ideological education for students. Teacher Li's doing this has several meanings: first, starting with inducing perception, inspiring students to understand; The second is to understand the author's thoughts and feelings and urge students to reflect their understanding in practice. These two meanings are closely related to language training, which not only improves students' understanding and ideological education, but also exercises students' Chinese ability and improves students' understanding and application of language.

Third, create situations and enrich imagination.

Creating situations can help students better understand the author's mood, appreciate the artistic conception of the works and deeply understand the text. In this lesson, Mr. Li created a sad situation in which rickshaw drivers begged for food in the cold dusk, which made the students immersive, aroused their feelings and received due results. Imagination is a very important ability in students' intelligence. Einstein said: "Imagination is more important than knowledge. Because knowledge is limited, and imagination summarizes everything in the world, promotes progress and is the source of knowledge evolution. " In his speech, Mr. Li regards cultivating students' imagination as a major event. Its practice is: 1, use illustrations to stimulate imagination; 2. Expand imagination by combining the text; 3. Extend the plot and enrich the imagination. In this lesson, Mr. Li combined with the text to guide students to imagine what Mr. Lu Xun might answer, which not only helped students understand the true meaning of the text, but also gave them a lively ideological education.

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