Listen to Yu Yingchao's lecture -( )

Author: Yu Yingchao
Publisher:
Publish Date: 2006-10-01
Features: In the field of secondary school Chinese education, Yu Yingchao is a relatively unique figure: first, he approaches classroom teaching practices from the perspective of a secondary school Chinese education researcher; second, he only began to showcase his teaching art on the stage after the age of 50. In teaching, Mr. Yu consistently upholds the following philosophy: to create a learning environment where students seek knowledge, wisdom, interest, and beauty. "Small steps, light strides" is the "form" of teaching detailization, while "delicate appreciation" is the "spirit" of teaching detailization. Knowledge is structured into blocks, while abilities are formed into lines. The more methods students master in learning, the stronger their abilities become. The study of "questioning" is as mysterious and interesting as the study of "not questioning." Use the textbook as authentically as possible, as flexibly as possible, and as cleverly as possible. Reading cultivates aesthetic appreciation, emotional refinement, and temperament development in children. Good language lessons not only exhibit rational characteristics but are also full of poetic techniques. Test question research is not exam-oriented research; it is also a form of scientific research. Imagination is one of the important abilities for Chinese language teachers to design lessons. Generally speaking, this sentence seems contradictory at first glance, but this is precisely the author's ingenious point. When cranes spread their wings to soar high in the "Battle of the Crane and Eagle," the image of the crane flock's unity and mutual assistance leaves a deep impression on the author and readers, subtly conveying the author's admiration for the crane flock. Teacher: This also describes the tranquility after the battle, as the cranes fly far away. Student 3: I'm referring to paragraph 14: "The cranes were divided into several groups, each with ten to, twisting into a ball and desperately attacking the eagle." I emphasize the vivid description here, especially the word "twist," which shows the unity of the crane flock. I focus on the word "attack," because although cranes are very gentle, their close approach to the eagle clearly implies something, yet they show no fear, no retreat, but rather advance desperately. I see this as demonstrating a strong courage and a heroic spirit of fighting to the end. Teacher: Well said, fearless and selfless. Your language expression is excellent. Student 4: After reading this article, I realize that the author is not only writing about the unity of the crane flock but also about the unity of their nation. Moreover, in paragraph 3, "we stand in the paddy field under the sky," and in paragraph 4, "I look up into the sky, my neck aches a little," both describe how the author waited for a long time to see the cranes soaring. Teacher: Correct. You have a very insightful observation, highlighting the unity of the nation. Note that the author is Japanese. This may represent the spirit of the Japanese people, and your discovery is unique. Well, let's move on—Student 5: I think the cranes in the article are very beautiful, both the individual cranes and their soaring formation in the sky, and their spirit is even more beautiful. Teacher: All of them are beautiful. The beauty is concentrated in the crane flock. Student 6: I also noticed that the author is Japanese, and I believe that although Japan is a small island nation, its economy is very developed because its people are very united. After reading this article, I think they draw many lessons from natural phenomena in nature. I believe we should also pay more attention to observing life and discover some principles of how to behave in life. Teacher: Correct. This article also has a touch of allegory, as it seems to describe cranes but also touches on people. Student 7: From the "shimmering silver" in paragraph 14, I see that when the author watched the cranes battle the eagle from below, they should not have seen "shimmering silver." In ancient times, there was a saying, "the light of swords and knives," and the author likely drew inspiration from this to describe and highlight the intensity of the crane and eagle battle. Perhaps due to the fierce battle, one crane later suffered injuries. Teacher: Your observation is beautiful, "shimmering silver" is like the light of swords and knives. Your discovery is also unique. Student 8: In paragraphs 20 and 21, I found these phrases: "sorrowful cries," "singing at the top of their lungs," and "cheering for their companions." These phrases humanize the author's emotions, making them tragic and sublime, highlighting the genuine affection of the cranes for each other, their mutual support in times of difficulty, and their bond of life and death. They vividly portray...