Full-time Chinese lecture in deaf schools 1 teachers,
Hello, everyone. I said the topic of the class was "small step exercises"
First of all, talk about textbooks.
First of all, I do some analysis on the teaching material: this teaching material is the content of the fourth lesson of the dance part of the first volume of the experimental teaching material for full-time deaf schools published by People's Education Press. It is taught on the basis of learning the previous step and orchid finger, which will lay the foundation for children dance's later study.
Second, students.
The students participating in this class are Grade Three students in our school, including five students, three of whom wear hearing AIDS in one ear and can basically understand spoken English and make simple oral expressions. A student who doesn't wear a hearing aid has little residual hearing and basically expresses himself by sign language; A child with normal hearing has the basic ability to express his will and understand everyday language.
Third, the teaching objectives
According to the above analysis, considering the existing knowledge structure and psychological age characteristics of hearing-impaired students, I set the following teaching objectives:
1, through intuitive pictures, videos and teacher's demonstration, master the basic essentials of short run.
2, can complete the content of small step practice music and dance completely and smoothly.
3. Guide students to experience from reality, stimulate hearing-impaired students' interest in learning, learn to dance together, and cultivate students' aesthetic feeling and artistic expression ability of body language.
Fourthly, the importance and difficulty of teaching.
According to the above objectives, I decided that the focus of this lesson is the basic essentials of small steps; Practice the content of music and dance in small steps.
The difficulty is to learn to cooperate in dance, strengthen the ability of body coordination and the beauty of dance movements and expressions.
V. Teaching methods and learning methods
In order to make clear the key points, break through the difficulties and enable students to achieve the teaching objectives of this class, here are some teaching methods and learning methods.
Teaching methods: I adhere to the principle of taking students as the main body and teachers as the leading factor, and give full play to students' initiative in teaching. According to the law of psychological development of hearing-impaired children, I adopt highly participatory teaching methods, such as observation, imitation and games, so that students can consolidate their knowledge of "small step exercises" in imitation learning and common games, and learn to cooperate with each other in dance. Learning methods: Guide students to learn through hands-on practice, imitation learning, cooperative games, etc., so that students can feel emotions, attitudes and values in the experience, master the knowledge of this lesson in the imitation process, strengthen the knowledge of this lesson in the game, and improve the team cooperation ability.
Sixth, the teaching process.
Let's talk about the teaching process of this course:
1, language training
Language training is an important part of hearing-impaired children's education, aiming at developing children's oral expression ability and social adaptability. This is a lesson "What is this lesson? Where do we have classes? What do we learn in rhythm class? Do you like rhythm classes? " The training of four question and answer sentences can achieve the purpose of students' understanding and speaking, and at the same time deepen students' understanding of rhythm class.
2. Preparatory activities
Here is the basic link of rhythm class, mainly to move the students' basic parts to prevent students from pulling in the learning process. The basic activities of head, shoulders, wrists, waist, legs and feet are all carried out according to the rhythm of teachers shouting and clapping, so that hearing-impaired students can exercise their perception of rhythm.
3. View and import
Review forehand steps and orchid fingers to pave the way for what we have learned in this lesson and help us learn new knowledge with what we have learned. Lead-in can make students clear the learning tasks of this lesson, stimulate students' interest in learning, and thus better achieve the predetermined teaching objectives.
4. New teaching
(1) Basic essentials of small steps
In this part of the study, I adopted the method of teachers explaining and demonstrating, and students imitating teachers by looking at pictures. Have a preliminary impression when observing the pictures, and then master the basic essentials of small steps through the teacher's explanation and demonstration. "Is it like a bird flying?" Let the students associate memories and lead to the next game activities.
(2) Small step exercises
I use music games to carry out this part of the teaching activities. "Bird Flying", a lively and interesting rhythm combination game, can not only strengthen the practice of the small steps learned earlier, but also cultivate students' collective cooperation ability, physical coordination ability and musical expression ability in the game, so as to achieve the teaching purpose in a relaxed and happy game.
5. Summary
What did you learn from this course? Guide the students to say and demonstrate the dance knowledge and emotional experience they have learned.
This link reminds students of the main contents of this teaching and deepens their memory of what they have learned.
Seven, blackboard design
Finally, my blackboard writing design, I use the action decomposition diagram that can make students see at a glance to present the main content of this lesson, "the basic essentials of small steps", which is simple and intuitive and convenient for students to understand and imitate learning.
Full-time Chinese lectures in deaf schools 2 i. teaching material analysis:
"Little Monkey Down the Mountain" is a picture reading article in Unit 4, Book 6 of the experimental textbook for full-time deaf schools. According to records, the little monkey saw many lovely things when he went down the mountain. He threw this and that and got nothing. This is an interesting and thought-provoking fairy tale.
Tell students that if there is no clear purpose and half-hearted, nothing will be achieved. This text is accompanied by five illustrations. These five illustrations are vivid. According to the physiological characteristics of deaf students, they can give full play to the role of illustrations in helping deaf students understand sentence meaning and text content, and link visual images with language, thus helping to develop deaf students' language thinking and language ability.
Second, student analysis:
1. From the analysis of students' knowledge and ability system, students in Grade Three have certain language accumulation and oral expression ability, preliminary thinking comprehension ability and illustrated text learning methods.
2. From the analysis of age structure and psychological characteristics, the third grade students are still in the active stage, and the intentional attention lasts for a short time. Only under the guidance of teachers, through the democratic, cooperative and independent practical activities of teachers and students, can students' interest be stimulated and their initiative be fully exerted, and the learning efficiency will be improved.
Third, the teaching objectives:
Based on the analysis of textbooks and new curriculum standards, I put forward three dimensions of "knowledge and ability, method and process, emotional attitude and values", as well as the actual language development of deaf students, and combined with the existing foundation and cognitive ability of students in this class, around the training focus, I established the following points.
Teaching objectives:
1. Knowledge goal: Understand the content of the text and read the text correctly and fluently.
2. Ability goal: cultivate observation ability, independent inquiry ability and language expression ability.
3, emotional goals: understand that it is not good for the little monkey to see the new and throw the old, and understand that everything must be single-minded in order to gain something.
Four, the teaching emphasis and difficulty:
The key of this lesson is to deal with the relationship between image icon and abstract text, because only when image and text are closely combined can students understand the sequence of activities of little monkeys and the relationship between things, thus effectively developing students' language and thinking.
Preparation of teaching AIDS for verbs (abbreviation of verb)
multimedia courseware
Theory of intransitive verbs and learning methods
1, teaching methods: Combining the individual differences and different learning needs of students, according to the characteristics of this course, such as strong story, rich pictures and similar structure, I mainly adopted:
(1) Situational teaching method combining graphics and text.
(2) the teaching method of supporting and releasing.
(3) Reading and thinking combined with reading comprehension.
2. Learning methods: adapt to teaching methods, take students as the main body, give full play to students' initiative, mobilize students' multiple senses to participate in learning activities, and let students give full play to their initiative, development and creativity through the combination of questioning, exploring, feeling and reading aloud under the guidance of teachers, and learn to learn independent, cooperative and exploratory learning methods.
Seven, the process of teaching activities
(A) to stimulate interest in the text.
The purpose of this activity is to quickly concentrate the students' attention in order to introduce the next activity. First of all, show the courseware. A cute little monkey went down the mountain and sucked it at once.
Attract the students' attention and ask: Who is this? Do you like it? Who will describe it? Finally, the teacher concluded: You observed it carefully and described it well, but you know what? This little monkey has gone down the mountain for the second time today. A very interesting story happened in its recent decline! Do you want to know? Draw out the topic and write it on the blackboard.
(2) Teacher-student cooperation and autonomous learning.
The purpose of this activity is to cultivate students' independent opinions and language expression ability by using the methods they have learned according to their experience in learning the text. In the process of specific activities: first, the teacher reads the text aloud and asks the students to find out how many paragraphs there are and the pictures related to them. Then let the students read the text with the help of pinyin and think while reading (the teacher shows the courseware)
(1), the little monkey down the mountain?
2. Where has it been at the foot of the mountain? What do you see? How do you feel? How is it made?
Finally, the teacher's summary: the first four paragraphs of the text are written in this way, so we can learn it easily and understand it at once. Ask again: Did this little monkey catch up with the rabbit? What is the final result? Introduce the last paragraph of the study. During this period of study, let the students read aloud repeatedly, and understand that the little monkey got nothing in the end by combining pictures and texts. Let the students find a word to explain that the little monkey is in a bad mood at this time, but has nothing to do? ("I have to") After the students find the right one, they will enlighten them and think: Why did the little monkey have such a result? Try to let students speak freely and express their independent opinions, and then the teacher will comment and encourage them.
(3) Create a situation and perform the text:
The purpose of this activity is to let students deepen their understanding of the text in the performance. First of all, the teacher spoke: We have learned the text well just now. Which one of you would like to play the little monkey and perform the process of the little monkey going down the mountain? Choose a student to play the little monkey, and other students can play corn, peaches, watermelons and rabbits in the performance with headgear. Remind students to pay attention to the actions and expressions of words such as "happy", "goodbye", "shoulder", "throw", "hug", "chase", "jump rope" and "have to". After the students' performance, the teacher will summarize their performance in time.
(4) Expand association and extend words:
The purpose of this activity is to cultivate students' language expression ability and thinking ability. The specific activity process is: The teacher asked: What would the little monkey think when he went home empty-handed? You can also ask, "What would you do if you were a little monkey?" Encourage students to speak enthusiastically. In addition, the teacher can also let the students continue to compile the text and make up a story of "Little Monkey Going Down the Mountain for the Second Time", which not only takes care of the introduction of new lessons, but also leaves an imaginative homework for the students. This kind of homework design is flexible, which is conducive to creating students' thinking, cultivating students' innovative spirit and developing students' personality.
Eight, blackboard design:
Writing on the blackboard is the artistic crystallization carefully conceived by teachers and the visual channel for students to perceive information. According to the students' understanding ability, I adopted the reciprocating design method. From the blackboard book, students can learn the whole process of the little monkey going down the mountain and going home empty-handed, which can further deepen their understanding of the text.
Full-time Chinese lectures in deaf schools Part III: Understanding the connotation of lectures.
The so-called "speaking" means that teachers should comprehensively design and elaborate the teaching materials, teaching objectives, teaching methods, learning methods and teaching process according to the teaching syllabus and teaching theory. They should not only clearly explain how to teach this lesson, but also briefly reveal why they should teach this lesson this way. Then the judges commented and put forward suggestions for improvement, and then the teacher revised and improved the teaching and research form of its teaching design.
Only when you have a clear understanding of the lecture can you get ready. For Chinese teachers in schools for the deaf, they should be familiar with relevant textbooks, and learn Chinese Teaching Syllabus for Full-time Deaf Schools, Chinese Curriculum Standards for Compulsory Education in Full-time Deaf Schools (Draft), Deaf Education, Deaf Psychology and theoretical books related to Chinese teaching in deaf schools. With these preparations, we can begin to write the speech. Next, I will take "Don't be careless" in Lesson 12, Volume 9 of the experimental textbook for full-time schools for the deaf as an example to talk about my own teaching plan.
Second, write a lecture plan.
1, Introduction
Many teachers began to talk about textbooks as soon as they came up. It's not bad, but it always looks boring. According to the main content of the text, draw up a lecture topic by using or containing philosophical or beautiful feelings or questioning sentences, which can not only make the listeners feel refreshed, but also let the listeners who are not familiar with the textbook have a preliminary understanding of the lecture content, killing two birds with one stone. For example, in the introduction of this class, I explained that "no one is perfect without gold", and everyone may make big and small mistakes in their own life journey. How should we deal with these mistakes? Students can benefit from learning the article "Don't be careless". Today, the topic of my speech is "Face up to mistakes and learn to reflect"
2. Text
(1) Oral Teaching Materials
Explain the topic, which edition of the textbook the text is in, what is the content and genre of this lesson, what are the intentions and characteristics of the textbook in writing, and pay special attention to excavating the hidden thoughts and feelings in the textbook. When you say the content of the textbook, you don't have to cover everything. It depends on the textbook.
(2) said the outline
According to the requirements of Chinese Teaching Syllabus for Full-time Deaf Schools and the new curriculum standards in different years, look at which year this text is, so as to determine the degree that deaf students should master. If this text is at an intermediate level, it can be said as follows:
In Chinese teaching in schools for the deaf, Chinese teaching in junior middle schools shoulders the task of connecting the preceding with the following. Therefore, according to the requirements of Chinese Teaching Syllabus for Full-time Deaf Schools and the new curriculum standards this year, this class will strengthen training, reading and writing at the same time.
Let students read the text correctly and expressively, and master the main content of the text in the process of understanding sentences.
(3) Speaking of students
Deaf students, like normal children, gradually improve their reading ability and expression ability with their age. However, due to their physical defects, they have particularity in perception, attention, memory and imagination, which should be expounded in combination with the physiological and psychological characteristics of deaf students.
For example, deaf students have acquired certain reading ability and language expression ability through certain Chinese reading training this year. However, deaf students lack integrity of perception due to hearing impairment, short time of intentional attention, slow development of abstract thinking and poor ability of summary and analysis. Therefore, combined with the physiological and psychological characteristics of deaf students, we should mobilize the deaf students' various senses as much as possible, stimulate their interest, organically combine intuitive images with language, and pay attention to students' personal experience.
(4) Talking about teaching objectives
Teaching objectives include three dimensions: knowledge and ability, process and method, emotional attitude and values. To talk about teaching objectives well, it is necessary to formulate teaching objectives scientifically, so that the objectives reflect the requirements of the syllabus, the characteristics of teaching materials and the learning situation. For example, the goal I set in this class:
Knowledge and ability:
1. Read the text correctly and with expression.
2. Understand how this article uses a variety of descriptive methods to describe the characters.
3. Cultivate students' ability to think while reading, think while reading and experience feelings.
Process and method:
Let students explore, cooperate and experience the learning process under the guidance of teachers, and gradually improve their reading and language expression ability.
Emotional attitudes and values:
Teachers and students should fully talk, integrate moral education into the study of texts, and let students understand that they should be meticulous, conscientious and responsible in their daily study and life, and cultivate a rigorous learning attitude.
(5) The pressure and difficulty of teaching.
The focus is on the main points that students need to master from the textbook itself; The difficulty lies in the point of view of students' learning, which may be a difficult place for students to learn. Only by grasping the key points and breaking through the difficulties can students gain something.
For example, this paper uses a variety of descriptive means to describe the psychology of the characters, so the focus of this lesson is to guide students to find out Luo Ling's reading interest in the text.
The difficulty lies in understanding the key sentence "she has no mind to appreciate the scores on the paper, but regrets that she is too careless" and realizes that she should be meticulous in her study.
(6) Speaking and learning methods
Teaching method and learning method can be described separately or together, and teaching method can also be interspersed in the teaching process. Because we need theoretical basis when explaining the teaching process, we can briefly introduce it here.
For example, the teaching methods selected in this class-situational teaching method, experiential teaching method, reading comprehension method and cooperative inquiry method-put forward in the new curriculum standard that "students are the main body of learning and teachers are the organizers and guides of teaching". This lesson focuses on students' autonomy, and teachers will combine assistance, support and release to guide students to cooperate with each other, so that students can improve their Chinese literacy in an all-round way while learning texts and developing their Chinese ability.
(7) Speaking of teaching preparation
For example, before class-pictures, enlarged teaching materials, multimedia and other auxiliary teaching.
(8) Talking about the teaching process
Teaching process is the central link of classroom teaching, and naturally it is also the central link of lectures. In this process, it is necessary to explain the specific arrangements of the teaching process, including the introduction and development of new courses, group activities, how to arrange homework, blackboard design and so on. Explain the theoretical basis of this arrangement and design; Explain how teachers' teaching and deaf students' learning are arranged and organically combined in the teaching process; Explain how to embody teaching methods, teaching means, the use of teaching AIDS, the guidance of deaf students' learning methods, the implementation of deaf students' thinking activities, how to take various measures, use various teaching methods and means to highlight key points and break through difficulties, and how to achieve the above teaching objectives.
For example, in this lesson, I designed six links:
(A) create a situation to reveal the topic:
Introduce students' examples and expose topics through conversation;
Invite a classmate who got 98 points in the last exam to the podium and talk to him about his exam experience. Reveal topics that should not be careless according to the depth of the conversation.
Design concept: create a situation to introduce new lessons, with examples from students' lives, close to their lives, fully mobilize their life accumulation, students' thinking is extremely active, forming a good classroom atmosphere, and teaching has entered a positive state because of their active participation.
(B) a reading of the text, the overall perception
1, use multimedia to show big texts, read texts, help correct pronunciation and read texts correctly.
2. Students read the text by themselves, paste pictures commensurate with the content of the text, and think while reading:
(1) What is the main content of this text?
(2) How do you feel after reading it?
3. Students talk about their feelings (cultivate students' language expression ability)
Idea: Because hearing-impaired children have missed the critical period of language development, they should go hand in hand with literary language and literary language, carry out language training through various forms of reading aloud, strengthen memory, accumulate language and cultivate language sense, thus developing students' thinking. For deaf-mute students, they know the world through visual images, so I combine the contents of the text and make electronic texts with big characters, which are illustrated and illustrated, so that students can have an intuitive feeling.
(C) read the text carefully to promote understanding
1, guide the students according to the contents in the table: underline the sentences about Luo Ling's action, language and psychological description in the text. In this link, considering the students' lack of understanding of the topic, starting from "how to do, how to say and how to think", guide the students to discuss in four groups.
Idea: discuss in groups, practice the independent, cooperative and inquiry learning methods advocated by the new curriculum standard, and cultivate students' unity and cooperation ability.
2. Send a representative from each group to present the discussion results. According to the students' answers, read the relevant paragraphs in the text in time, and make clear the key words by combining pictures and electronic texts.
Idea: Pay attention to the training of students' reading aloud in activities. Reading aloud is the basis of understanding, which can make deaf students have the ability to understand language and words, thus moving students' emotions into the objects described in the text, thus deepening the aroused emotions. At the same time, the teaching of graphic correspondence is carried out to cultivate imagination, train students' language expression ability and deepen their understanding of the text content.
3. Read the key sentences aloud.
"She no longer has the heart to appreciate the scores on the paper, but regrets that she was too careless."
Wonder: Why can't she bear to appreciate it anymore? Understand the meaning of this sentence in context.
Thinking: Based on the text, ask questions to guide students to further explore the text and practice the guiding ideology of "according to literary language". Through the psychological transformation of characters, understanding should be carefully studied. So as to move students and cultivate their rigorous learning attitude.
(d) Return to the text and read aloud for sublimation.
Reread the text with expression, combine pictures and courseware, and fully feel the theme of the text.
Concept: Expressive reading can express students' feelings, read and appreciate repeatedly, and compare pictures and texts. Walking into the text, it seems that Luo Ling is herself, which is related to her attitude and experience towards learning, thus deepening students' taste in the text language and promoting students' accumulation and internalization of vocabulary.
(5) Consolidate practice and accumulate language.
Look at the pictures in the text and let the students talk.
Thinking: Check students' understanding of the text, expand their imagination appropriately on the basis of reciting relevant paragraphs, and use various descriptive techniques flexibly to train students' verbal or sign language expression ability.
(6) Expand the application of what you have learned.
Think about whether you have such an experience. After class, use the descriptive skills used in the article to write down your feelings and complete a paragraph.
Thinking: Deaf students should read and write at the same time, apply what they have learned, master the descriptive techniques used in the text, and improve their written language expression ability.
Finally, briefly introduce the blackboard writing for everyone to see clearly.
3. Conclusion
Summarize the whole class, pay attention to the conciseness of the language, echo from beginning to end, and end from beginning to end.
For example, the conclusion of this lesson:
Classroom is a space for interaction between teachers and students. Stimulating students' interest, tapping their inner potential, discovering their existing problems, teaching them how to face their mistakes correctly and learn to reflect on their behavior are far more important than imparting knowledge.
In a word, it is not easy to give a good lesson. As a teacher engaged in special education, only by improving his professional skills and self-cultivation can he be worthy of this glorious cause.
Contents of full-time Chinese lectures in deaf schools;
Unit 2 "Understanding decimeter and Millimeter", the first volume of the fourth grade experimental textbook for full-time deaf-mute schools
Say textbook:
1, teaching material analysis:
Understanding decimeter and millimeter is the second unit of the fourth grade experimental textbook in full-time deaf schools. Decimals and millimeters are transitional through the understanding of centimeters and meters, so they are more acceptable.
2. Teaching objectives:
Knowledge and skills: make students know decimeter and millimeter, and initially establish the length concepts of 1mm and 1mm, knowing 1cm = 10mm and 1mm = 1cm.
Process and method: Through students' observation and inquiry learning activities, students can know 1mm and 1mm, and through physical measurement, students can deepen their memory of 1mm and1mm. Do you know how long 1mm and 1mm are?
3. Teaching emphases and difficulties:
Know 1 mm and 1 decimeter. Know how long it is.
The length of an object can be accurately measured.
4, said the teaching method:
A, let students experience the formation and application of mathematical knowledge.
This lesson is to let students better understand the knowledge of decimeter and millimeter in the process of observing the length, master the necessary basic knowledge and skills, and establish students' desire and confidence to learn mathematics well.
B, encourage students to explore independently and cooperate with each other. Teachers guide students to measure objects to the millimeter, so that students can form their own application of mathematical knowledge.
5, teaching aid preparation: triangle, ruler, pencil, pen, belt, nails.
6, said the learning method:
In terms of learning methods, we can mobilize students' enthusiasm and initiative by observing-verifying-asking-answering, and cultivate students' observation ability, inquiry ability and judgment ability, thus improving their interest in learning.
7. Teaching links:
A good beginning is half the battle. In order to stimulate students' interest in learning and arouse their enthusiasm, I adopt the method of directly entering questions in the introduction of new courses and ask students: What length units have we studied? Today, we are going to learn the unit "millimeter" which is smaller than centimeter. In this way, students can see at a glance. Remember today's learning content and open the foundation for learning new knowledge.
In the process of exploring new knowledge, let students observe the length of 1 m and 1 cm first, and then let students compare the length of 1 m and 1 cm by hand. Then ask the students to have several small squares in the number 1 cm, and tell them that each small square in the middle is1mm.
Say blackboard writing:
Good blackboard writing is the essence of classroom teaching process and the crystallization of related knowledge points. Focusing on the teaching focus of this class, break through the teaching difficulties.
The fifth draft of full-time oral Chinese course in deaf schools [oral teaching material]
"Two Little Lions" experimental textbook for full-time deaf schools, Volume 9, Lesson 1. The teaching content of this unit is fairy tales, and the key point is to reveal the truth of being a man through the dialogue of characters in fairy tales. "Two Little Lions" is the composition of reading pictures in this unit. The text is illustrated with pictures and words, and the language is easy to understand, which contains the truth that a person should strive for self-improvement.
[Speaking of students]
1. The object of this class is 12 deaf students in grade five. They can use pictures and sign language to understand the main meaning of the text. They generally have difficulty in learning Chinese, which is manifested in language fluency, word order confusion and language expression difficulties. It is necessary to strengthen the simulated practice of oral communication and the training of written language.
2. As far as groups are concerned, vision is their dominant sense, and concrete thinking in images is their main thinking form. They have very strong self-esteem, but when faced with learning difficulties, they are prone to frustration and fear of difficulties. I intend to use animation or color pictures to help them learn, encourage them in various ways, and improve their confidence and interest in learning Chinese.
3. As far as individuals are concerned, there are significant individual differences in age, listening, learning ability and learning habits. I am going to design different teaching objectives and requirements for students at all levels, provide diversified methods and suggestions and the content of extracurricular practical activities, and give students the opportunity to choose freely.
[Talking about learning objectives]
In the teaching of this course, in order to promote students' development and lay a foundation for their lifelong study, life and work, I have determined the following learning objectives in combination with the characteristics of students and teaching materials:
Knowledge and skill goal: grasp the key words to understand the text content through graphic comparison; Process and Method Objective: To learn role-based dialogue and different expressions. Emotional attitude goal: know that people should strive for self-improvement, work hard and overcome dependence.
[Talking about Teaching Emphasis and Difficulties]
1. Mother Lion's words clarified the truth of being a man. It is not only the focus of this study, but also the difficulty to understand the profound meaning of this sentence by connecting the text with its own reality
2. Because of hearing loss and narrow oral application, oral communication is a difficult point for deaf students to learn Chinese. Therefore, it is difficult for deaf students to correctly understand the dialogue between Xiao Shu, lazy lion and lioness and conduct role-based dialogue.
[Oral Teaching Method]
The Notice of the State Education Commission on Classified Teaching in Schools for the Deaf emphasizes that "according to the differences in hearing and language status of deaf students, corresponding teaching forms, methods and means should be adopted to effectively make up for their shortcomings, give full play to their potential and enable them to receive education suitable for their own development". Therefore, I intend to adopt difference teaching method and situational teaching method. Students are exposed to learning situations and learn through reading, painting, acting, speaking and writing. With the advancement of the teaching process, they will experience the success and happiness of learning.
[Speaking of teaching preparation]
This class will prepare multimedia made with FLASH.
[Talking about the arrangement and design intention of teaching activities]
Psychologist Bruno thinks: "The best stimulus of learning is to be interested in what you have learned." Therefore, I use the game of "accumulating gold coins to watch animation" to connect the seven teaching activities in this class in series to improve students' learning enthusiasm. First of all, the two little lions thought of accumulating gold coins to watch cartoons in the forest cabin and set up game situations; Then, guide students to learn according to the requirements of squirrels, hedgehogs, birds and other animals, and strive to achieve their goals.
Finally, I succeeded, and I enjoyed the interesting cartoon "The Lion King" with the little lion. In the process of accepting challenges, completing tasks and accepting rewards, students make full use of their hands, mouth, eyes and brain to actively learn knowledge, master methods and form abilities, and at the same time experience the success and happiness of learning.