Examples of emphasizing difficulties in teaching materials: emphasizing difficulties in compiling teaching materials.

Curriculum with soul first requires teachers to show the teaching concept of keeping pace with the times in the design of teaching process, so Chinese teachers should learn to read textbooks "thick". Many teachers pay most attention to the design of teaching methods when preparing lessons, which is not entirely correct. In fact, for an article, if the teacher's understanding of the textbook is still superficial and the teaching difficulties are unclear, he is eager to determine the teaching methods and teaching means. Such teaching method design, such as trees without roots and water without sources, can not achieve good teaching results. So how to grasp the important and difficult points in teaching? The most important thing is to study teaching materials. Teaching activities are mediated by teaching materials, which are mainly given and accepted by teachers and students. Teachers play a leading role in teaching activities: whether the educational value and intellectual value of teaching materials can be fully exerted and realized depends on teachers' mastery and application of teaching materials. Only when teachers have "books" in their minds and "people" in their eyes can classroom teaching proceed smoothly.

It takes a hard re-creation process for teachers to learn textbooks and achieve the requirements of "understanding, infiltration and transformation". "Understanding" means mastering the basic structure of teaching materials; "Infiltration" is the key and difficult point to master the textbook and make it become your own knowledge system. "Transformation" means that teachers know all about teaching methods, grasp the key points of textbooks and break through the difficulties of textbooks.

First, read the teaching materials, combined with the unit training program, to determine the key and difficult points.

The focus of teaching is relatively general. As far as a set of teaching materials is concerned, the content closely related to the key items of unit training is the teaching focus. As far as a text is concerned, the focus refers to the main contents of the textbook and the regular knowledge that reflects the training focus of each group and meets the grade teaching requirements stipulated by the curriculum standards. Take the textbook Unit 2 of the first volume of the third grade of the People's Education Press as an example: there are four texts in this unit: gray birds, small photographers and strange rocks. I can't break my word. "Grey finch" tells the story of Lenin's talk with children, subtly educating them to realize that it is wrong to catch the grey finch, and letting them voluntarily put the bird back in its original place. Little Photographer tells the story of Gorky and a young pioneer who wants to take pictures of him. "Strange Stone" tells the story that Li Siguang became suspicious of a huge stone in his hometown when he was a child, and finally found out the origin of this huge stone through his years of research. I can't break my word tells the story of Soong Ching Ling's honesty and trustworthiness as a child. The four articles are ordinary things in the daily life of celebrities, which reflect their extraordinary excellent qualities.

To determine the focus of this unit, we should start from the training focus of this unit and combine the oral communication and practice training of this unit. Every teaching link should consciously highlight the key points of this group's special training: to embody the characteristics of the writer by writing one thing specifically. The focus of each text is to grasp the main content of the article and experience the excellent qualities of celebrities. The key point of "Grey finch" is to guide students to realize that it is respect and love for children to talk to them patiently and let them put them back after Lenin discovered that the grey finch disappeared.

The so-called difficulty: as far as a group of texts are concerned, it is the application of writing skills in this unit. As far as a text is concerned, it is the content that most students can't easily understand from the characteristics of teaching materials and students' reality, as well as the writing and expression characteristics of this text. Take the second unit of the first volume of the third grade "Grey finch" as an example: let students master the psychological activities of the characters through words and expressions; "Little Photographer": Through dialogue and detailed description, students can master the psychological activities of characters; Strange stone: guide students to understand how the author writes the content concretely; I can't break my word: let students know the inner world and personality characteristics of the characters through dialogue and action.

From the teaching difficulties of the four texts, it can be seen that the teaching difficulties of this unit are actually related to the writing training project of this unit, that is, the characteristics of writing articles: through the description of a character's language, demeanor, movements and details, the characteristics or certain qualities of this character can be reflected. Writing is usually inseparable from taking notes.

The key training project of each group of textbooks is the "outline" of the group of textbooks, and it is also the specific reading and writing training goal of cultivating students' Chinese ability. In teaching, according to the key training items of the unit, we should make clear the key points and difficulties of teaching, and focus on cultivating students' ability in a certain aspect.

Second, read through the textbook, start with after-class exercises, and grasp the important and difficult points.

There are differences and connections between the key points and the difficult points. Some difficulties in this paper are the focus of learning, while others are not. Grasping the key points and difficulties, the fundamental problem lies in understanding both ends. To grasp the key points of teaching, we should focus on the spirit of teaching materials, compare the specific teaching requirements of each grade stipulated by the curriculum standards, consider the characteristics of the text, study the exercises after class, and master the internal relations of various Chinese ability training. In this way, the knowledge students learn in each class is concentrated and solid, while the knowledge they learn in one stage, one semester and one academic year is systematic and comprehensive.

Grasping teaching difficulties, paying attention to understanding students' reality, correctly estimating students' ability and reducing blindness. Starting with "exercises after class", students can be guided to master the key training items of the unit and master the key and difficult points of teaching. Example: The fourth set of texts in the first volume of Grade Four is a set of teaching materials describing animals. The content and expression of each article are different, but they all grasp the characteristics of animals to write their cuteness and express the author's love for animals. The teaching emphasis of this set of textbooks is to guide students to understand the characteristics of animals, and the teaching difficulty is to guide students to master the author's expression method and the author's love for animals. Example: What are the characteristics of white geese in after-school exercises? How does the author describe these characteristics in detail? This training topic aims to strengthen the training of unit training projects. According to this targeted practice, teachers can easily grasp the teaching focus of the article in combination with the content of the text. Example: Lao She's After-class Exercises for Cats can be seen from the article that the author likes the cats he describes very much. Give a few examples. "This problem highlights the difficulty of teaching. It can be seen that teachers can start with after-class exercises, guide students to master learning methods and grasp the important and difficult points of teaching.

In addition to the above two points, the determination of teaching difficulties should also be student-centered according to the learning situation. There are two kinds of articles that are difficult for students. For example: (1) articles divorced from students' daily life. That is, the article talks about things or scenery that students can't touch in their daily life, such as the rich Xisha Islands. This kind of article requires teachers to consult a lot of relevant materials when preparing lessons and have a detailed and in-depth understanding of the teaching materials. (2) Articles describing people and things of long ago. For example, articles such as "The Apprentice of Confucius" require teachers to collect the life story of Confucius and the great influence of his thoughts on later generations, and read articles about Confucius. If teachers have a strong awareness of teaching materials and a rich cultural background, they will be full of confidence when they start classes.

Third, read textbooks, grasp key sentences and break through teaching difficulties.

The focus of middle school is paragraph teaching, and teachers should grasp key words and sentences to try to figure out and break through the difficulties in teaching.

1 Try to come up with keywords

Example: The article "She is my friend" focuses on the ambivalence, manner and movements of the protagonist in the process of blood transfusion. Sometimes he is brave and sometimes he is afraid. This ambivalent psychology is because he is faced with the choice of life and death. His true feelings are depicted by his external expressions (language, actions, crying, etc.). ).

Therefore, teachers should guide students to understand the text fundamentally: no matter how much content is written in this article, in fact, only the words "life" and "death" are written, which brings out the complexity and contradiction of human nature. By grasping these two key words, a teaching method is designed to break through the important and difficult points of the text: ① understanding the outline of the text in the first reading; ② Guide students to read the paragraph describing Ruan Heng's blood transfusion process and ask questions. Ruan Heng always had two words in his heart when he was transfusing blood. What two words? "life-courage" and "death-timidity"; ③ Grasp the key words and learn the text further. Deeply understand Ruan Heng's feelings of fear and fear; ④ Guide students to understand Ruan Heng's emotional motivation of bravely donating blood despite fear ―― the topic of "She is my friend".

2 Learn key paragraphs

Key paragraphs are the focus of teaching and the difficulty of understanding the text. The ways to learn key paragraphs are as follows: (1) Start with reading, draw inferences from others, and understand the main idea. Example: Every line of the article Cat shows the author's love for cats. In teaching, we can study the sentences of key paragraphs, understand the eccentricity of cats and understand the author's thoughts and feelings. For example, "Call it fun, it is, otherwise why not go home one day and one night?" There are three modal particles in this sentence. Teachers can consciously master these three modal particles to learn and guide students to understand Mr. Lao She's love for cats and his plain language style. ① Contrastive sentence reading: Combine language training with reading aloud, read whether there are three modal particles respectively, and experience the emotional differences among them. (2) Create a scene to understand the author's thoughts and feelings. ③ Summarize and grasp the center of the article from three modal particles. Students read since the enlightenment by themselves under the guidance of the teacher, so as to understand the main idea of the article.

(2) Grasp the contact, ask questions carefully and go straight to the center, such as climbing Tiandu Peak; Guide the students to understand the characters' emotions from the dialogue. Two dialogues can be carefully designed in teaching.

(1) Little Sister, you _ _ _ also come to climb Tiandu Peak.

Grandpa, you are here to climb Tiandu Peak.

(1) Little Sister, you also come to climb Tiandu Peak, I _ _!

(2) Grandpa, you also come to climb Tiandu Peak, I _ _!

By grasping the context, using the blanks in the text and carefully designing questions, students can understand the meaning contained in the dialogue through reading aloud, that is, both sides seem to have doubts and surprises, but in fact they admire and learn from each other, which is precisely the performance that they draw strength from each other and are not afraid of difficulties.

Only by grasping the key sentences and breaking through the difficulties can we lay the foundation for the study of the full text. Experienced teachers know that wonderful and successful teaching strategies are obtained by accurately grasping and integrating these key points, and they are the result of careful consideration and careful selection on the basis of in-depth study of teaching materials.

In short, when preparing lessons, teachers should closely focus on the unit theme, grasp the key points and class hours of unit training, pay attention to the characteristics of unit writing, and take the text as an example to pave the way for unit reading teaching, so that students can basically master the unit writing methods, apply what they have learned and improve their reading and writing level.

(Editor in charge; Zuo Xiaowen)