Take Unit 5 of this textbook as an example, and make the following brief analysis from the perspective of how to teach:
Unit interpretation
The teaching content of this group is "Love Life", and four texts related to life are arranged, including two intensive reading texts "Touch Spring" and "Life of Life" and two skimming texts "Eyes of Eternal Life" and "Courage of Flowers", aiming at arousing a poetic feeling that life is beautiful. The blind girl who feels the spring among the flowers, in her own unique way, feels the breath of spring, touches the pulse of spring and captures the traces of spring. We will also touch an unprecedented vitality with the author and realize the true meaning of life: everyone has the right to grasp the spring, and only by feeling the beauty of life with heart can we create our own spring. Family members donate the eyes of the deceased to the blind, which embodies the goodness and beauty of human nature, and inherits not only beauty, but also the spirit of selfless dedication. A process of perceiving life with life is exactly what we lack when we complain that life is too ordinary. The unit leads us to think deeply about how to look at life, but the article does not give us a positive answer, but shows the meaning of life from a few small things, such as moths surviving, melons growing in cracks in bricks, listening to heartbeat and so on. Although life is short, we can make limited life reflect infinite value. Inspire us to have a positive attitude towards life: we must cherish life and never let it pass in vain, so that we can live more wonderfully. In the process of loving flowers-looking for flowers-looking forward to flowers-seeing flowers, The Courage of Flowers is infected by the spirit of a small flower, flashing the spark of thought: the meaning of life is courage! This is another profound reflection on life. There are sunshine, storms, setbacks and smooth roads in life. In the face of ups and downs, we should use courage to bloom flower of life. Only under the guidance of no straightforward language and dogmatic teaching, speak it in the language of life-cherish life, love life and realize the value of life. Of course, in the process of reading, students will have a unique experience of poetic language, which is an excellent place for the compilation of this group of textbooks.
From the knowledge point of view, knowing 22 new words, 17 new words, requires you to write and read some words correctly. From the ability, learn to understand the meaning of profound words in the text, find and summarize the methods to understand the meaning, cultivate the ability to understand the language, guide students to accumulate the language, enhance the sense of language, and further read the text with emotion.
Teaching suggestion
First of all, grasp the unit teaching materials as a whole.
Theme is a remarkable feature of the textbook published by People's Education Press, and this textbook also clearly embodies this feature. The textbook is designed with 8 topics. They are: traveling around Qian Shan, being sincere to others, the revelation of nature, war and peace, loving life, rural life, persistent pursuit and story corridor. With the theme of loving life, this series of teaching materials has positive practical significance for students, from the understanding of the prosperous life of all things in nature to the respect and rescue of human life and the thinking of the value of life. It is more in-depth than the related topics in the previous volumes and has rich thinking value. We have mastered the integrity of the unit in the following aspects:
1, focusing on the integrity of unit content and ability training;
Seemingly independent texts are closely related: blind women feel the rhythm of life with their hands-generations have dedicated their eyes to those who have lost their light and made the meaning of life clear-life is short and so fragile, so choosing only one, cherishing life and making limited life realize infinite value, which is a deeper reflection on the first two lessons-facing ups and downs, we need to face it with courage, which is life. Step by step, guide students to feel and think. In terms of ability, this unit focuses on the methods of understanding profound sentences. The whole unit should be carried out around this topic and should be promoted layer by layer.
2. Pay attention to the introduction and integrate the contents of the unit:
The unit lead is often ignored by us, and it just indicates the key points of unit learning. The leader of this unit should also prompt the learning content, point out the topics and arrange the learning tasks. In content, stimulate reading interest and guide units to learn content.
3. Attach importance to the connection and integration of intensive reading and skimming;
Intensive reading is closely related to skimming, so we should attach importance to "connectives", which are a link between the preceding and the following, with outstanding content and natural transition, clearly point out the learning requirements and methods of skimming the text, reflect the transfer of learning content and learning methods, and make the overall sense between intensive reading and skimming the text more prominent.
4. Integration and integration of unit learning activities:
Unit integration is not only reflected in the text content, but also in the Chinese learning activities of listening, speaking, reading and writing. It embodies the integration of learning activities, and strives to design the integration and closeness of various activities. After the text, arrange a "word list" to summarize the words of the students in this group of texts. Around the topic content, all activities are consistent: front layout, middle paving, back review, expansion and communication. The whole set of textbooks and even the whole volume of textbooks become an interrelated whole, which is conducive to comprehensively promoting the cultivation of Chinese ability.
Second, pay attention to the introduction, after-class exercises and "my discovery" and understand the methods of learning Chinese.
The learning mode of "independence, cooperation and inquiry" is a learning mode advocated by the new curriculum. What is the Chinese subject like? The textbook of People's Education Edition gives a good answer. There is a lead before each unit, and there are links before intensive reading and skimming. In intensive reading, there are bubble words in the text, some lead into learning activities, some guide learning activities, some put forward learning goals, and some suggest learning methods, which can guide students to read independently. Teachers must attach importance to their own role, guide students to carry out in-depth reading with bubble words, expand reading methods through bubble words, and gradually realize their own purpose of warming the rain.
For example, "... let's study with the text, feel the beauty of life, understand the profound sentences in the text, and collect more stories that love life if possible" (the fifth group of leads) suggests the learning goal-feel the beauty of life; It suggests the training point of this group of texts-understanding profound sentences; It suggests a way to expand learning-continue to collect relevant stories.
Practicing the text after each class is an important form to guide students' learning. For example, "Let's read the following sentences, pay attention to the dotted words, and then write them down." Such after-class exercises guide students to understand the functions of "words" and "sentences" in the article, deepen their understanding of the content of the article through the experience of words, feel the accuracy of words and sentences, understand the expression methods, and then learn to express.
"There are many meaningful sentences, such as connecting with the background of the times and one's own life experience ..." This is the content in "My Discovery" in this unit. Students find a learning method through their own understanding, and teachers can guide and guide students to apply it.
Teachers make full use of the expression of teaching materials to guide students to gradually build such a Chinese learning process: overall perception-understanding content-feeling-appreciating language-understanding expression. The main ways of this learning process are autonomy, cooperation and inquiry. On the basis of self-reading and mutual communication, appreciate the language and evaluate the content and expression of the article. Get an aesthetic experience. Comprehend expression on the basis of understanding and accumulating language. Understanding the content is the basis of Chinese learning, and learning to express is the purpose of Chinese learning. In this learning process, students will constantly have problems and solve them.
There is no foam language in this set of texts, which is an extension of students' self-questioning and self-thinking. Therefore, students should be guided to ask questions and think for themselves, and the ability of autonomous learning should be cultivated. )
Third, pay attention to contact with real life.
Students are young and lack a deep understanding of the meaning of life. Therefore, the texts in this group reflect the meaning and value of life through images, specific characters and examples. When teaching this set of textbooks, we should pay attention to guiding students to combine specific people and things with the thoughts and feelings to be expressed, and to connect them with the touching stories that have been read and happened around them, so as to realize the value and significance of life and be emotionally infected and edified.
The following is an explanation of the problems that should be paid attention to in each text:
Touching the Spring is exquisite in writing and full of good words. How to guide students to experience the little girl's quiet love for life and her desire for a better life from the perspective of blind children is a difficult point in this teaching. The focus of teaching is to let students understand the feelings expressed in beautiful sentences in the text, which can be combined with the focus of "thinking practice". Recite selectively on the basis of repeated reading and accumulate beautiful paragraphs. A passage by Helen Keller in Reading Link can guide students to read independently and further understand how blind people love life, thus inspiring students to cherish time and love life. Helen Keller can be introduced to students, but not too much. Attention should be paid to the learning requirements in the two bubbles after the text, which is to prepare for oral communication in Chinese garden. Some activities need to be arranged for students to do from now on. Collecting Helen Keller's stories is just an example. You can collect stories that love life in daily life.
The eye of eternal life has certain practical guiding significance. At present, organ donation after death is impossible for most people in China. The purpose of writing this text is to hope that students will have a correct understanding of organ donation after death from an early age. In teaching, students can be guided to find sentences with "pride", understand why they are proud, and then discuss what enlightenment they get from them.
Life Life Through three examples of animals, plants and people, we can understand the power of life and promote the understanding of the meaning of life. This text is a bit difficult for the fourth graders. There are many meaningful sentences in this paper, which can guide students to exchange their experiences according to their own life experiences. Don't sell yourself short, focus on accumulation and recitation.
The Courage of Flowers focuses on guiding students to understand the different changes in the author's inner feelings, and each change reflects what kind of feelings the author has.
Oral communication and practice: you can start with the activities arranged after touching the spring, or you can combine the reading materials provided. Teachers can also prepare more suitable materials to inspire students to discover life phenomena in nature and people or things around them who love life, and fully mobilize students' life accumulation.
What I found: I realized profound sentences. This is an important training point for reading. Through dialogue, sum up some basic ways to understand the meaning of sentences.
Fourth, a problem that should be paid attention to
"Say" and "Don't say":
When we study the text, we often ask students to talk about their feelings after reading it in rich places. This kind of classroom is lively, but we want to know whether Chinese sometimes has a feeling that it can be understood but cannot be expressed. How to grasp "say" and "don't say" is a problem that we have been paying attention to. Students read a text, what to say and what not to say, I think, vivid and emotional things, students don't have to say it when they feel it. This set of words is exactly this kind of words. The representation of reading comprehension has three levels:
The first level is to express what you understand in words. When you understand it, say it and communicate with you. Share the achievements of individual learning in communication, make up for the shortcomings of individual learning, and enter the stage of cooperative learning.
The second level is not expressed in words, but in emotions and emotions. For example, reading has feelings, reading has laughter, reading has fun, and reading has tears. At this time, even if you don't say it, you can obviously feel the deepening of students' reading. Students do as the Romans do, which resonates with the author's thoughts and feelings. In a sense, the silence after reading at this time is actually told in silence, not in voice.
The third level is the reflection of the body. When reading the text, the students are dancing and shaking their heads, and no one is watching, which shows that the students are intoxicated. In ancient times, there was a saying that "drinking to learn Chinese", and Tao Yuanming said that "when studying, I was happy to forget all about eating and sleeping". Therefore, reading comprehension has various manifestations, and speaking the meaning of understanding is only one of them. This set of texts leads students to think about life, which may be heavy for fourth-grade children, but it is actually a vague establishment of students' values and it is so necessary until it affects their lives. This necessary but slightly heavy topic needs a vague understanding and needs to be brewed and sublimated between saying and not saying. Of course, it is also necessary to choose what you understand, so spend time on the cutting edge, let students study hard and think hard first, and then talk after thinking. Reading is not entirely for talking, and talking is not entirely for reading. Listening, speaking, reading and writing are interrelated and mutually reinforcing. Teachers should grasp the "degree". The teaching purpose is not to determine the excitement in the classroom, but to determine the cultivation of students' spirit and guide students to deepen step by step and sublimate layer by layer. We may think that the most complicated is the simplest.
The above is my personal understanding of the fifth group of textbooks and some simple experiences in classroom teaching practice. I am willing to communicate with all the teachers here and improve together through mutual communication.
The overall teaching design of this unit
[Instructional design concept]
This unit teaching is designed comprehensively according to the whole group of teaching ideas: comprehensive practical activities run through the whole unit teaching process, and text learning and Chinese garden teaching are arranged organically in each link of the activities, so that the unit teaching process becomes a series of comprehensive activities combining in-class learning with extracurricular practical activities, Chinese learning with life-loving education. In order to arouse students' interest, cultivate students' ability to perceive and grasp the content of unit learning as a whole, and stimulate students' desire to explore the theme of unit learning.
Unit overall perception (1 ~ 2 class hours)
The content of this link mainly includes: guiding students to grasp the unit theme; The overall perception of the whole group of texts; Arrange comprehensive practical activities.
The theme of this unit's comprehensive practical activities is: "My understanding of life ……", and the activities are divided into four stages: I want to know (combine the overall perception, put forward the questions I want to know, and determine the theme of practical exploration), I explore (seek information and answers for the questions I want to know through reading and practical exploration activities), and I sort out (sort out all kinds of information obtained, experiences and experiences of practical exploration).
[Teaching process]
First, cut into the dialogue, arouse students' concern about the theme of "love life"
The teacher introduced, "On June, 2004165438+1October10/day, two 14-year-old teenagers sneaked into the landing gear cabin of a passenger plane in Kunming Airport. One of them fell dead on the spot when the plane took off, and the other arrived at Chongqing Jiangbei Airport with the plane.
On the basis of discussing and expressing students' views on this news, aiming at the "should cherish life" mentioned by students, this paper sums up the theme of "love life" and leads to the introduction in the article.
Second, the integration of old and new knowledge.
Guide students to recall the "good life" they learned in the fourth grade "Morality and Society" class last semester and communicate together. What have we learned about life in the moral and social class? What have we learned?
Third, browse the whole set of texts
Thinking: What are the main stories about life in this group of texts? What did it say we didn't know before? Which one do you prefer? Read and think carefully. Whose life story is this article mainly about?
Fourth, arrange students to carry out future text learning and practical activities with questions. Remind students to prepare theme study cards and do a good job of data accumulation.
Part of Experience 1 (6 class hours):
Content:
Touching Spring+Reading Link+Eye of Eternal Life+China Garden "Accumulate Over a Long Period" and "Exercise Reference (1)".
Establish the theme meaning:
Understand the meaning of the right to life and the beauty of life, realize that the blind are also creating colorful and beautiful lives, and everyone has the obligation to do everything for others to continue their lives.
First, "touching the spring"
1, reading the text for the first time, learning the new words in this lesson, not knowing the words, after reading the text, I thought: Who told this story?
2. A study on the introduction of the reading link from the blind children and blind girls in the text, and how do blind people understand the world in the eyes of Helen Keller, a blind woman writer? Draw the relevant sentences, read and think. How do you feel after reading them? The whole class reports and exchanges.
Read Touch Spring again and think about it: What are the similarities between the blind children and the blind girls in this article and Helen Keller? What is described in the book? Sketch it out and look carefully. What moved you after reading these contents?
Read the text again and see if there are any questions that need to be discussed.
Students ask questions that they don't understand, and teachers guide students to discuss them according to the context and their own reality.
Combine the discussion and guide the students to read aloud.
5. Experience In the article, the author expressed his attitude towards Xiao Jing? Instruct reading the text aloud.
6. Teaching of "My Discovery" in China Gardens. Memories: What questions are worth studying in this class? How do we understand these profound sentences? Guide students to sum up general strategies based on their own learning practice.
7. Sketch the words in the instructions. Copy the words you think are good in the word accumulation book.
8. Draw your favorite paragraph, read it and recite it.
Second, the "eye of eternal life"
1, start this lesson around the following four aspects:
(1) On the basis of solving the word problem, read this article by yourself and grasp what kind of story this article has written. Find out what it has to do with the last article.
(2) What do the mother and father in this article tell us? Find out the relevant statement.
(3) Understand profound sentences. You can ask students questions you don't understand, grasp these sentences, and then use the methods summarized in the previous study to understand and deepen your understanding of the feelings and thoughts of this article.
(4) Find out what moves you in the text, sketch it out and practice reading aloud.
2. Discussion:
What new knowledge do you have about loving life after learning this article? Write it on your theme study card.
3. Expand the reading of "Dedicating Love and Prolonging Life" in the fourth grade "Morality and Society" published by People's Education Press. After reading it, discuss: What are the similarities and differences between these angels in white and Eyes of Eternal Life?
4. Read "Accumulate Over a Long Period" and explain these famous philosophies with what you have learned before. It is required to further collect and accumulate more similar celebrity philosophies after class.
5. Check in groups and report the progress of the previous exercise. Select representatives to report the progress and put forward the problems encountered.
6. Sketch and copy the sentences and words you think are good.
Part II (4 class hours):
Content:
Life Life+Courage to Spend+Never Let Go and Reference 2 in China Gardens.
Preview two articles, Life of Life and Courage of Flowers, to interpret words and think. What is the difference between the objects written in these two texts and the previous contents?
First, "life and life"
1, check the preview, focus on learning words and reading the text.
2, reading thinking:
What is the main content of this text?
3. Think about it. In the introduction of "A moth puts out a fire, a small melon and a small seedling", what sentences make you feel about life? Sketch it out and think about it. How do they make you feel? Why?
After discussing and understanding, practice reading aloud and read out your admiration for moths and melons.
4. Read "I" and put forward sentences that you don't understand. Combine the articles I have learned before, the above "moths to the fire, small melons and small seedlings" and my own life experience to think about it: What does the author mainly want to emphasize by saying these words?
5. After reading I can't put it down, what kind of story is this article about? Tell me the meaning of the topic. Look for the corresponding idiom in the sentence "People have to look at each other differently in three days".
6. Sketch the words in the instructions.
7. Try to recite it in your spare time. Copy good sentences and words in the word accumulation book.
Second, "Hua Dan"
The teaching of Courage of Flowers mainly adopts the methods of self-study and communication.
1, check the recognition and reading of new words.
2, reading thinking:
What is the main content of this article?
3. Ask students questions that they don't understand, guide students to discuss and explore the meaning of life.
4. Read the part of the text that describes Xiaohua and read out the admiration for Xiaohua.
5. Draw your favorite sentences and words, read them and write them down.
General review-comprehensive practical activities (4 ~ 5 class hours)
First, the unit learning report
1. What's your understanding of the theme of "Love Life" through this group of study? Organize students to summarize and sort out on the basis of student reports.
I can recite. Students recite the sentences and famous philosophies they have recited in this unit.
3. Have you accumulated these words? Look at the students' word accumulation books and see which words are copied by themselves and which ones are not. Look at the word inventory and think about it. Can you write all the words "read, write and write"? Take a group test. Do you know the meaning of the word "reading and remembering"? Compare within the group.
After learning so many articles, what do you think you have gained in writing methods? Students speak freely, and the teacher guides them with the camera. )
Second, comprehensive practical activities: data collation
Students use their spare time to sort out the materials collected in the previous stage, first classify them and merge similar materials together; Then think about it: what do you learn in oral communication class? Prepare an outline of your speech.
Third, comprehensive practical activities: I am very touched.
Oral communication:
1, the teacher knows the students' preparation of data arrangement and speech outline.
2. According to the theme established at the beginning of the unit teaching, let the students know the type of content and ask the student representatives to speak. When each student speaks, the teacher organizes the students to listen carefully, and puts forward questions, answers or suggestions for improvement in view of the problems existing in the speech, such as "the content is not specific enough, the introduction is not clear enough, and it is not true enough", and asks the students who speak to improve. After the discussion, teachers organize students to sum up the general strategies and methods to express the same theme or the same type of content. Then, the students practice oral English in front of the classmates in the group, and the classmates in the group will comment, put forward opinions and correct themselves.
Homework:
Use the remaining time in class and spare time to write down what you have learned according to your own speech. In the process of writing, students should be reminded to be specific and true, and if necessary, they can refer to how others write. The topic of the composition can be "Love life, I know …", or you can decide the topic yourself according to your own content.
After writing, organize students to read and write comments in groups and put forward their own opinions. Then the teacher will take a look and put forward suggestions for further revision according to the students' marking, and then return them to the students for revision. After the revision, read aloud to see if there are any mistakes in words, phrases and sentences.