What is creative retelling?

Creative retelling is a process in which students absorb, store, internalize, organize and express language materials.

Creative retelling is a process in which students absorb, store, internalize, organize and express language materials. Students can reorganize the text according to their own understanding and express the text in their own words. This is not only helpful to deepen students' understanding, consolidation and accumulation of language materials, improve students' imagination, thinking ability and systematic and coherent speaking ability, but also help to cultivate students' innovative consciousness.

There are three basic operational forms to guide students to make creative retelling:

(1) prompt type

Creation does not mean making things up. We should start by imitating the original text. We should give some hints on the basis of understanding the original text, and then let students creatively imitate the wording, sentences and layout of the original text to repeat. Prompt types have the following forms.

1. Fill in the blanks

Filling in the blanks is not copying the original text, but providing students with a "crutch" for retelling, which reduces the difficulty. At the same time, select some blank points described in the article to expand students' thinking space. For example, when retelling the third paragraph of the Bee Guide, I designed such a fill-in-the-blank question:

Lenin walked and watched, and found. (thinking:. He looked at it carefully and found that. Lenin also saw one by the garden. (Summary:. Thus, the thinking process of each student is fully displayed in the retelling, and the benefit of training is greatly improved.

connect

That is, extract keywords closely related to the description clues or writing characteristics of the text, and reorganize the text information for retelling. For example, when teaching Tian Ji horse racing, after the students have finished learning the text, the teacher can let the students retell freely first, and then show the following words: dejected, confident, triumphant, stunned, turning defeat into victory, guiding the students to choose a word order and simply retell. This not only achieved the purpose of summarizing the main contents of the text, but also conducted language training, which prompted students to learn to use vocabulary in the language environment, accumulated vocabulary, and made language and thinking develop together.

3. Overview

According to the understanding of the original text, it is an excellent form to clarify the retelling ideas, list the retelling outline and carry out creative retelling. For example, when teaching the article "Mother Panda Answers the Phone", the teacher first helps students sum up the panda's thinking: first, say who I am (that is, name the panda), then say what country I went to, and finally say how my friends treat me. At the same time, imitate and repeat the outline of blackboard writing in a large area. Then, on this basis, creatively say: what other names can you choose, which countries you may have been to, and how friends from those countries welcomed you, which shows the hierarchy of retelling training.

Step 4 explain

The illustrations of many texts are closely related to the meaning of the original text, which not only promotes students' creative retelling, but also cultivates students' observation and imagination while retelling. For example, in the article "Li Shizhen", it was written that Li Shizhen personally went to various places to collect herbs for compiling Compendium of Materia Medica. Although there were only a few strokes, it was very touching because it was accompanied by corresponding illustrations. When studying, students can observe carefully, create the natural environment, movements and languages at that time, and describe them with illustrations, just like Li Shizhen did when picking herbs, so as to make the retelling multifunctional.

(2) Movable type printing

Pupils are lively and active, and often have no interest in serious and boring forms. Retelling in organizing activities can not only improve students' interest in retelling, but also exercise students' innovative ability in activities. There are two types of activity methods worth learning.

1. Competition

For example, when teaching the fourth volume "Wonderful Circus", when reviewing and consolidating the contents of the text, I asked the students to repeat it in the form of games, which received very good teaching results. Specifically, I first took out a microphone, put the circus program introduced in the article on the big screen, and then said, "I'll tell you a good news." Our red scarf TV station will open a new TV program in the near future to perform a wonderful circus for the students. It is said that all the students in Class 2 (3) are articulate, generous and capable. Now we are recruiting five lecturers from Class 2. I hope you will seize the opportunity and apply enthusiastically. " Because this kind of games are fresh and contemporary, and students have a strong sense of competition, their enthusiasm has been fully mobilized. Some talk about it with their own eyes, and some imitate what the radio host said ... interesting and lively.

2. Textbook drama

Because the full-text retelling takes a long time and spans a long time, the narrator is difficult and the listener is bored, so the form of performing textbook drama can make up for this defect. For example, I teach the third volume "The Fox and the Crow", and I ask students to play the "Fox" and "Crow" at the same table and write their own scripts. Ask the actions, expressions and even psychological activities that are not written in other texts to be performed as much as possible, without narration, so that people can understand at a glance. For example, a group of students wiped their mouths, swallowed saliva, rolled their eyes and said to themselves, "Wow! That big piece of meat tastes right. Hissing-this is a good opportunity, I must cheat it! " In this way, the content of the text is well grasped and a reasonable creative imagination is carried out. In addition, when a group of students performed on stage, I also asked other students to be "judges" and make analysis and judgment according to the text. In this way, retelling has become a learning process in which all students actively participate, which not only satisfies students' desire to "love sports", stimulates their interest in learning, but also deepens their understanding of the text.

(3) Conversion type

It refers to changing the conception of the original text, guiding students to change the expression form of the text from different angles and sides, and re-create it in their own language. This way can encourage students to break the fixed thinking mode and make a dynamic analysis of the text, so as to understand the author's writing style and method more deeply. Whether from the perspective of expression or imagination, it is of great benefit to students. Usually can be converted from the following aspects:

1. type

The primary school text genre is mainly narrative, as well as poetry, prose, fairy tales, expository and other forms. As long as you change your perspective, many schools can be converted to each other. For example, narrative style is changed to diary style, poetic style to prose style, descriptive style to fairy tale style and so on. After teaching the ancient poem Xia Sai Qu, a teacher guided the students to imagine boldly. By describing and retelling the appearance, manners, language and movements of the protagonist General Li around the center of the original work, four ancient poems are expanded into four paragraphs, making it a highly creative legend.

2. People

Most primary school texts are written in the third person and some are written in the first person. The transformation of personal retelling can make students further influenced by the thoughts and feelings of the characters in the works. For example, when teaching the third volume Why Are You Late Today, when instructing to repeat the second paragraph "How did Huang Qiusheng pull the cow out of the farmland?", I started from the following, and guided the students according to the sentence "Huang Qiusheng told the teacher what happened on the way to school." If you were Huang Qiusheng, how would you explain it to the teacher? This retelling turned Huang Qiusheng's reference to "he" into the first person's "I". It not only exercised the language, but also naturally accepted the ideological education.

3. Structure

The transformation structure can be to change the narrative order of the text, change the order into reverse order or change the reverse order into order. For example, the third volume "The Cock's Blushing" is written in the order of things. After clarifying the content and center of the text, you can change the combination: first describe how the neighbors help the rooster, then recall how the rooster treats his neighbors from the cock's point of view, and finally describe the rooster's thoughts.

Changing the structure can also change the expression of sentences, such as changing the description of details into a brief description, changing static into dynamic, changing juxtaposition into total score, changing narrative into dialogue and so on. These are not listed one by one.