"Think of what others didn't expect" said class draft 1 1, teaching material analysis
"Think of what others didn't expect" is a skimming text in the third group of the third grade Chinese book of People's Education Press.
This set of teaching materials is written around the topic of "how to look at a problem and how to think about it", and they are all explaining a truth with specific things. The explanation enriches students' thinking methods from different angles.
Think of what others didn't expect is about a painter who inspects three apprentices to see who can draw the most camels on a piece of paper of the same size. The first apprentice drew little camels, and the second apprentice drew many camel heads. Although the little apprentice only drew two camels, one was complete and the other showed his head and half his neck, the picture created countless camel scenes, which was amazing. The title of the text reveals the center of this article, and the illustrations reveal the contents of the little apprentice's pictures. Although the text is short, the truth is of great practical significance, and students can be inspired and educated after reading it.
The purpose of choosing this lesson is to further train students' silent reading ability and understand why the little apprentice's paintings can be praised by painters. Broaden students' thinking and cultivate students' innovative consciousness by combining texts. In daily life, think what others didn't expect and do what others didn't do.
According to my understanding of this textbook, I set my teaching objectives:
1, I'm making sure to read the words "hoo, camel, proud, unbearable, just right"; Correctly understand the words "dense, continuous, looming and suddenly enlightened".
2. Read the text silently, understand the main content of the text, and understand why the little apprentice's paintings can be praised by the painter.
3, combined with life practice, cultivate students' innovative consciousness of "thinking about things that others didn't expect".
And my teaching focus is: through the words of the master (painter), understand the ingenuity of the little apprentice's painting.
Second, teaching methods.
According to the independent, cooperative and inquiry learning mode advocated by the new curriculum standard and the psychological development characteristics of junior three students, I adopted the methods of story introduction, oral retelling, graphic comparison and reading training in teaching.
Third, the teaching process
(a), interest introduction, leads to the topic.
Here, students can review their previous knowledge by reviewing the story "Sima Guang smashing the jar" as the introduction of this lesson. And therefore leads to the topic of "thinking of what others didn't expect"
(2) Perceive the text and tell it simply.
1, let the students read the text silently, familiarize themselves with the story again and deepen their impression of the new words.
[This link is designed to enable students to develop the habit of fast silent reading and accurately grasp the key words in the text. ]
2. Read the new words and simply use them to tell the story.
[The design of this link is to consider underachievers, because new words are the most important to them, and it is not difficult to get serious, so I chose several students with poor grades to give them a chance to perform in class; Simple storytelling is based on the fact that students with outstanding achievements can exercise their eloquence and learn to retell the text. ]
(3) Grasp the key points and explore deeply.
1, grasp the drawing results of three disciples.
The painters didn't show satisfaction when they looked at their paintings. When he picked up the little apprentice's painting, he could not help nodding and praising. )
2. Students are free to ask questions about the above two sentences.
The design of this link is based on the fact that this is a skimming text and students need to find their own questions. ]
3. Learn the text according to the questions.
(1) Know how to draw the big apprentice and the second apprentice respectively.
(2) Do you know how the little apprentice painted it?
[This is to let students solve their own problems and find their own answers. ]
4. Pay attention to the painter's words.
(4), combined with life, expand and extend.
1. Tell us whether we have encountered such a thing in our life? Is there anything that others haven't thought of?
2. Teacher: There are many stories that others have not thought of in this way. Let's learn another one.
The teacher tells the story of "flowers return to horseshoe fragrance" for students to choose.
(5), sum up the truth:
Teacher: Innovative thinking cannot be achieved overnight. What should we do if we want to have innovative minds? (usually think more, think more about things that others have not thought of)
Fourth, talk about teaching reflection.
1, personalized learning is a kind of autonomous learning.
The lesson "Think of what others didn't think of" I taught is a skimming text. The article tells that the painter accepted three apprentices. He examined three apprentices to see who could draw more camels on a piece of paper of the same size. The paintings painted by the three apprentices are different, and only the little apprentice is praised by the master. This text is strong in story and simple in text, which can arouse students' interest in reading and facilitate reading and understanding. In teaching, I let students learn independently. Guided students to read, think and discuss around the teaching focus of understanding why the little apprentice's paintings can be praised by the painter. Students will apply basic Chinese skills such as intensive reading and text understanding to the reading practice of this course, and gradually cultivate students' autonomous reading ability.
2. Personalized learning should attach importance to students' experience.
In order to let students learn Chinese individually, we must strengthen experiential learning. However, due to students' different cognitive levels, experiences and feelings, students' understanding presents diversified characteristics. How do students communicate and show their unique experiences and feelings? How to deepen the understanding and knowledge of teaching materials? In this teaching, I adopted the form of student-to-student dialogue and student-to-student dialogue.
"Think of what others didn't think of" lecture notes 21. Background analysis
"Think of what others didn't expect" is a skimming text, and it is the last text of Unit 3 "How to treat a problem and how to think". This text is a short story. The storyteller asked who drew a camel on a piece of paper of the same size for a long time, and the three disciples racked their brains and tried their best. The little apprentice's idea is the most ingenious. His beauty lies in using only one and a half camels and continuous peaks to create a situation in which camel teams walk in the mountains, which makes the viewers daydream about the number of camels, which is amazing. Although the text is a short story, it makes people gain something after reading it: only a surprise victory.
There are four texts in this unit: two fables, bird scaring, carambola painting, thinking of what others didn't expect. Although these four selected articles are different in form, they all have one thing in common: they all use a concrete example to illustrate a truth, thus enriching students' thinking methods. In the study of the first three intensive reading texts, students have been able to read and understand the texts by using the reading methods they have learned. By grasping the key words in the text, connecting with the reality of life and understanding the truth in the story, they are initially educated in scientific thinking methods. In this class, it is necessary to try to skim the text in this way. In this lesson, the last sentence said by the painter is the core of the full text, and it is also the focus and difficulty of the full text. Students can understand why the little apprentice's painting is the best after reading it. Then, let the students talk about the case of "thinking what others didn't expect" and experience the scientific thinking method of "innovation" personally.
Based on the above analysis, the following teaching objectives have been formulated:
1. Help students master the method of extracting keywords step by step by reading the text silently and filling in the form, and learn the main content of the text with the help of keywords.
2. Compare the creativity of the three apprentices and read the painter's words to understand why the little apprentice's paintings can be praised by the painter. Think with examples or in combination with real life, and enhance the innovative consciousness of "thinking about things that others have not thought of".
Second, teaching methods and learning methods.
This paper is a skimming article. In teaching, teachers should give students greater autonomy in learning and make use of it. The "self-study report" allows students to experience the process of autonomous learning, which fully embodies the teaching concept of "learning before teaching-guiding learning according to learning". In communication and reporting, we should pay equal attention to "language development" and "thinking improvement", downplay content analysis, strengthen language accumulation, and skillfully infiltrate the method of extracting keywords to pave the way for senior students to learn to filter information.
Third, the teaching concept.
Based on the above understanding, the whole classroom is mainly divided into the following three teaching sections:
Autonomous learning
1. Show pictures of people: Cao Chong, Sima Guang and Edison introduced this lesson. Looking back at the stories of Cao Chong's elephant, Sima Guang's smashing a jar and Edison's saving his mother, we can feel the common ground of the characters: cleverness. This kind of intelligence comes from their courage to innovate, and thinking about things that others didn't expect at critical moments and in the face of difficulties can often break the deadlock and make things better.
2. Read the text by yourself, read the correct pronunciation and sentences, and complete the self-study report.
(1) Pinyin words with lines.
Suddenly, there was an epiphany that could not help but bend.
(2) Extract the words and complete the form. Please tell me something in concise language according to the form.
what's up
How to Draw Camels: "Multi-artist Evaluation"
Big apprentice
The second apprentice
Little apprentice
(3) Thinking: After reading the paintings of three disciples, do you have anything to say to them? What would you say to them if you had the chance?
Communication counseling
This report understands the learning situation from different levels and helps students to master the main points of the text quickly while consolidating the basic skills of Chinese and improving their thinking ability.
1, the first question is word practice, which is mainly aimed at common pronunciations that are prone to mispronouncing. Such as Zhao (zhào) and Qu (qū), as opposed to Zhi. In this link, teachers should not only reveal correct answers, but also guide students to infiltrate rigorous and scientific knowledge and attitude while consolidating basic Chinese skills.
2. The second question is to help students grasp the key words, quickly refine the main body of the text, and finally form the main content of the text, thus imperceptibly training students' generalization ability.
When communicating, remind students about the big apprentice: the pen is thin, dense, full of pictures, very small; About the second apprentice, remind the students to pay attention to: many, camel head; About the little apprentice, remind the students to pay attention to: winding, continuous, exposing the head and half the neck.
In the process of communication, teachers should not only pay attention to the choice of words and fill in the blanks, but more importantly, guide students to learn to grasp keywords and extract key information initially in the process of filling in the blanks.
It is suggested that teachers should follow the teaching principle of "supporting and releasing" in the actual operation process, that is, first take "big apprentice" as the evaluation object to understand which words are more appropriate, and then let students go through the learning process of "self-revision-group communication-classroom demonstration" to complete the form content together.
After exchanging the forms, please try to talk about the main content of the text according to the forms. In this link, teachers should pay attention to students' language development and strengthen students' awareness of using language. In the process of students' telling, "grasping key information" is a good way to tell the main content. For some students with better language development, teachers can guide them to tell in the order of "cause, process and result" to help them better grasp the main content from the perspective of the full text.
3. The third question is to guide students to express their views on the basis of understanding the content of the text. Seemingly simple, it is actually to cultivate students' thinking ability, guide students to dare to express their true views and express their ideas clearly and accurately.
"Little camel, a camel's head, a looming camel in the mountains", all three disciples are carefully conceiving and trying their best to complete the task assigned by the painter. In particular, teachers should guide students to grasp the words such as "fine pen, dense pen, full picture and small pen" and put themselves in their own shoes. The first apprentice and the second apprentice also used their brains to write, but they were defeated by "popular thinking". What makes the little apprentice really outstanding is that he is good at thinking, diligent in thinking and thinking about things that others have not thought of.
In this link, teachers should give students full respect, let them express their true thoughts, and then ask students to think with illustrations and painters' words, feel the unique thinking of the young apprentice "replacing more with less", and highlight the magic of the young apprentice.
(3) expansion and upgrading
1. Let students freely exchange the inspiration of this story. Combining several characters mentioned in the course can deepen our experience and understanding: when encountering problems, we can calmly deal with them and think positively. They all have innovative thinking and can think of things that others have not thought of. ...
2. Ask the students to think back: Have you ever thought of something that others have not thought of? The whole class communicates. This link is to fully respect the editor's intention, share the contents of "small bubbles" in the communication text, and encourage students to innovate boldly. In the process of communication, teachers should pay attention to students' language expression, so that students can try to use the language they have learned in oral practice and apply what they have learned.
3. Start the story of "Frogs ring ten miles out of the mountain spring" and "Step on flowers and return to horseshoes", invite students to participate in it, break the conventional thinking and stimulate the whimsy of generate. It is suggested that teachers let students tell these stories, so that language development and thinking training can be synchronized.