[評(píng)析]《我們的節(jié)日》教學(xué)片斷與評(píng)析
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1、[評(píng)析]《我們的節(jié)日》教學(xué)片斷與評(píng)析 實(shí)錄: 很多初一(5)班的任課老師,甚至班主任說(shuō),瞧初一(5)班的任同學(xué)多動(dòng)癥,天生就是個(gè)不討上帝喜歡的人,上課調(diào)皮搗蛋的家伙。做作業(yè)時(shí)象白癡、弱智。我留心了很多次,大部分上課時(shí)間被罰站在教室門(mén)口或花壇邊,這個(gè)瘦小的身影,吸引無(wú)數(shù)雙眼睛,而多數(shù)帶著鄙視投向他,可以想象他心中一定總有股異樣的酸澀在翻滾…… 某個(gè)星期四下午第一節(jié)課,我還未踏進(jìn)教室,任又站在教室門(mén)口,據(jù)說(shuō)他上課不遵守紀(jì)律被班主任罰站外面一天不允許坐,我向他點(diǎn)了一下頭走進(jìn)教室,他害羞地低下漲紅的臉…… 班長(zhǎng):起立,老師好! 師:(與生問(wèn)好),于是牽著任同學(xué)的手走道講臺(tái)前),板書(shū)課題我們的
2、節(jié)日,今天我們學(xué)習(xí)本課,并邀請(qǐng)嘉賓任同學(xué)一起參加慶賀屬于你們的最后一個(gè)兒童節(jié),讓它給你們畫(huà)下美好回憶的痕跡。大家歡迎嘉賓入座。(掌聲響起)…… 師:(在學(xué)生看書(shū)相關(guān)討論后,教師講授相關(guān)知識(shí))今天,我要求每個(gè)同學(xué)擬訂如何慶六一繪制稿圖,十五分鐘后交流。 (十五分鐘后,任同學(xué)舉起了一向不自信的手,臉上洋溢著燦爛的微笑)…… 任:今天美術(shù)老師給我?guī)?lái)了快樂(lè)和自信,是我難忘的六一,這是我為迎六一設(shè)計(jì)的草圖,邊展示邊陳述,圖上畫(huà)了個(gè)愛(ài)心環(huán),外環(huán)表示初一(5)班大集體,旁邊飄著彩帶,彩帶上是全班同學(xué)的姓名,里面的愛(ài)心寫(xiě)上美術(shù)老師四個(gè)字,我們一起歡慶六一。 師:構(gòu)思新穎,挺有“味道”,你能說(shuō)說(shuō)為何如
3、此設(shè)計(jì)嗎? 任:你讓我覺(jué)得你和其他老師不一樣,讓我感受到生活中還有這么多關(guān)心愛(ài)我的人。我所以把它設(shè)計(jì)成愛(ài)心環(huán),從今天起絕不能辜負(fù)大家對(duì)自己的愛(ài),我要把這美好的瞬間永遠(yuǎn)留在美好記憶里。 師:其實(shí)我們每個(gè)人都應(yīng)有顆同樣的仁愛(ài)之心不停地去修飾他人! ……(從此以后,任同學(xué)不僅能專(zhuān)心上好美術(shù)課,而且任課老師對(duì)他的改觀感覺(jué)良好。) 評(píng)析: 新課程下的美術(shù)課程是人文性質(zhì)的課程,人文主義這一概念是我們大家所熟悉的,單純的美術(shù)技能教育是缺乏人文意識(shí)的,人本教育則更關(guān)心各種潛能開(kāi)發(fā),使之成為全面發(fā)展的人。以上案例中提到班主任及部分任課老師對(duì)任同學(xué)的體罰,值得我們反思,給其造成極大的心理傷害。,而美術(shù)老
4、師能結(jié)合實(shí)際,這樣一個(gè)別具用心的安排猶如一股暖流,洗滌了他心頭蒙下的所有塵垓,這樣一個(gè)微妙的細(xì)節(jié),讓瞬間頓悟,原來(lái)大家都愛(ài)著他、關(guān)心著他。被美術(shù)老師用愛(ài)修飾的角色----任同學(xué),真正感受到了這一細(xì)節(jié)。這節(jié)課不僅僅是技能美術(shù),而是融入了人文關(guān)懷。彰顯著一位老師的細(xì)節(jié)之愛(ài),這種愛(ài),穿過(guò)漫長(zhǎng)的歲月,滌蕩任同學(xué)的一生,更值得稱(chēng)贊。希望我們每位教師把這樣一種愛(ài)不要在任同學(xué)這里畫(huà)上句號(hào),而應(yīng)成無(wú)數(shù)條射線,放射到他周?chē)拿總€(gè)人身上。將人文性確定位美術(shù)課程基本性質(zhì)具有十分重要的意義。QcWA3PtGZ7R4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGshL
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